A Study of the Relationships among Teaching Disturbances in Mathematics, Coping Strategies and Self-efficacy for Elementary School Teachers

• Main Authors: Mei-Shu Tsai, 蔡美淑
• Other Authors: Mao-Neng Li
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/77917050711398666141

碩士 === 國立嘉義大學 === 教育學系研究所 === 103 === The main purpose of this research was to understand the relationships among elementary school teacher’s teaching disturbances in mathematics, coping strategies and their self-efficacy. A sample of 235 elementary school teachers, sampled from Chiayi area, participated in the study. The study adopted the questionnaire survey method. The collected data were analyzed using t-tests, a single-factor ANOVA, Scheffé method for post hoc comparisons , multiple stepwise regression, and product-moment correlations. The major findings of this research are summarized as follows： 1. The teaching disturbances in mathematics, coping strategies and self-efficacy for elementary school teachers in Chiayi area are all at a moderate degree. 2. A significant difference in coping strategies is found between the female ＆male elementary school teachers in Chiayi area. 3. The elementary school teachers from different school size in Chiayi area have a significant difference in teaching disturbances and self-efficacy. 4. The elementary school teachers with different workshop-attending hours in mathematics in Chiayi area have a significant difference in coping strategies. 5. A significant relationship is found between teaching disturbances, coping strategies and self-efficacy in mathematics for elementary school teachers. 6. Elementary school teachers' self-efficacy can be predicted by their teaching disturbances and coping strategies in mathematics. Based upon the above study results, suggestions are offered for educational administrants, elementary school teachers and the future research.