大專校院英語教師自我效能探究：探討其與預測因子和教學行為之間的因果關係

Abstract

研究者指出，教師對於自我教學效能的評估會影響他們的教學行為、教學活動及學生的學習成就。然而，影響教師自我教學效能評估之因果關係的實證研究仍相當缺乏，因此本研究旨在探究兩大因果關係：一為影響大專英語教師自我效能評估的預測因子和教師自我效能評估之間的關係；二為大專英語教師自我效能評估與在課堂上使用動機教學策略之間的關係。 本研究在研究方法上採用量化問卷調查法，內容主要包含了三份問卷，分別為受試者的背景資料及預測因子調查、教師自我教學效能評估量表及教師動機策略使用量表，研究對象為112位大專院校英語教師。問卷的量化分析方法包括描述統計和多元回歸分析，以證實預測因子、教師自我效能評估和教師動機策略使用之間的因果關係。 研究結果顯示，教師在教學策略方面擁有較高的自我效能，在教學行為上則較常使用策略於引發學生初始學習動機，以及維持和確保學生學習動機。此外，研究也發現預測因子可預測教師的自我效能評估，而教師自我效能評估也可成功預測教師動機策略之使用。 總結而言，此研究希望能了解預測因子和教師自我效能評估之間的因果關係，以及教師自我效能評估和教師動機策略使用之間的因果關係。藉此，希望能幫助英語教師提升自我效能及增進動機教學策略之運用。Researchers have suggested that teachers’ perception of their self-efficacy would likely affect their teaching behaviors, pedagogical actions, and students’ learning achievement (Ross, 1992; Tschannen-Moran et al., 1998; Chacón, 2005; Eslami&Fatahi, 2008). However, studies which have empirically documented cause and effect of teachers’ perceived self-efficacy are scarce. Therefore, the aim of this study attempts to explore the causal relationship between antecedents and college English teachers’ perceived self-efficacy and between college English teachers’ perceived self-efficacy and their use of motivational strategies in language classrooms. This research employed a quantitative method—a questionnaire survey. The survey comprised of three sets of questionnaires including demographic information and antecedents of teachers’ self-efficacy, teachers’ self-efficacy scale, and teachers’ motivational strategy measure. A total of 112 teachers teaching English in college or university around Taiwan were involved in this study. The quantitative analysis of the questionnaires was conducted through descriptive statistics and multiple regression analysis in order to indicate the direction and the causal relationship between antecedents and teachers’ self-efficacy and between teachers’ self-efficacy and teachers’ use of motivational strategies. The findings revealed that teachers perceived themselves to have higher efficacy for instructional strategies and to use strategies to generate students’ initial motivation and to maintain and protect students’ motivation more frequently. Moreover, antecedents were found to significantly predict teachers’ self-efficacy, and teachers’ perceived self-efficacy successfully made a prediction of teachers’ motivational teaching behaviors. To conclude, this study may be of importance in understanding the causal relationship between antecedents and teachers’ self-efficacy and between antecedents and teachers’ motivational teaching behaviors. It is hoped that with these understandings in mind, teachers can take action to enhance their self-efficacy and improve their use of motivational strategies.