在職進修教師創意教學自我效能發展之縱貫性研究
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2017-09-??
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國立臺灣師範大學
National Taiwan Normal University
National Taiwan Normal University
Abstract
本研究以在職進修碩士學位的教師及其同事為對象，分析創意教學自我效能的成長趨勢，以及五大人格特質、進修與否對於創意教學自我效能的初始狀態及成長趨勢的影響。本研究在2 年期間一共進行四次調查，分析結果顯示：一、抗壓信念呈現線性上升的成長趨勢，負向自覺為線性下降的發展趨勢；而正向肯定呈現先上後下發展的成長趨勢。二、進修教師的正向肯定、抗壓信念的成長趨勢明顯優於未參與進修的教師，負向自覺也明顯低於未進修的教師。三、五大人格特質的外向性與神經質對於創意教學自我效能成長趨勢有影響，其中神經質對於正向肯定的成長曲率為負向調節，但對於負向自覺的成長速率則為正向調節，而外向性對於抗壓信念的成長速率有正向影響。
Self-efficacy for creative teaching is a primary antecedent for the development of creative teaching. In consideration of the current emphasis on creative teaching, in-service trainee teachers studying for master’s degrees and their colleagues were surveyed regarding their growth of self-efficacy for creative teaching. The effect of personality traits and in-service training on initial state of self-efficacy for creative teaching and the time dependence of this self-efficacy were determined in this study. A total of 252 teachers were recruited and completed four surveys over a 2-year period; 126 of the participants were studying for master’s degrees. Analysis through hierarchical linear modeling revealed the following: (1) The stress-resistance faith of teachers’ self-efficacy for creative teaching linearly increased with time, whereas negative self-consciousness linearly decreased. Positive appreciation first increased and then decreased. (2) In-service trainee teachers were found to clearly outperform their colleagues who were not receiving training with regards to growth of positive appreciation and stress-resistance faith and mitigation of negative self-consciousness. (3) The personality traits of extraversion and neuroticism affected the growth trend of self-efficacy for creative teaching: neuroticism was found to reduce the growth rate of positive appreciation but enhance that of negative self-consciousness, whereas extraversion was discovered to positively affect the growth rate of stress-resistance faith. According to these results, suggestions are made for the reference of relevant actors.
Self-efficacy for creative teaching is a primary antecedent for the development of creative teaching. In consideration of the current emphasis on creative teaching, in-service trainee teachers studying for master’s degrees and their colleagues were surveyed regarding their growth of self-efficacy for creative teaching. The effect of personality traits and in-service training on initial state of self-efficacy for creative teaching and the time dependence of this self-efficacy were determined in this study. A total of 252 teachers were recruited and completed four surveys over a 2-year period; 126 of the participants were studying for master’s degrees. Analysis through hierarchical linear modeling revealed the following: (1) The stress-resistance faith of teachers’ self-efficacy for creative teaching linearly increased with time, whereas negative self-consciousness linearly decreased. Positive appreciation first increased and then decreased. (2) In-service trainee teachers were found to clearly outperform their colleagues who were not receiving training with regards to growth of positive appreciation and stress-resistance faith and mitigation of negative self-consciousness. (3) The personality traits of extraversion and neuroticism affected the growth trend of self-efficacy for creative teaching: neuroticism was found to reduce the growth rate of positive appreciation but enhance that of negative self-consciousness, whereas extraversion was discovered to positively affect the growth rate of stress-resistance faith. According to these results, suggestions are made for the reference of relevant actors.