我國少年矯正學校教師效能感變動歷程之研究
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2014
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Abstract
本研究採取質化研究方法，以深度訪談之方式，對現有兩所少年矯正學校教師之效能感狀況進行探究，以對該類型學校教師效能感有更完整及深入的了解，進而作為提升少年矯正學校教師效能感之依據。
以下為本研究之發現與結論：
一、少年矯正學校教師在「學科教學」上效能感呈現情形為：一開始即對自己抱持高度效能感的教師，其教學效能感在任教過程中持續處於一種高而穩定的狀態；而任教初期對於教學有較低效能感的教師，其教學效能感會在任教歷程中漸漸發展，呈現由低向高的正向變動。而個案教師在「行為矯正」上效能感為在「處理學生校內偏差行為」及「使學生出校後不致再犯」方面有不同的呈現情形。
二、影響少年矯正學校教師效能感之因素有: 教師個人所持之控制信念、教師個人特質、對教學目標的設定、個人過去之成就經驗、校內外的支援力量、學生在校期間的長短、班級的穩定程度、學校環境與法規制度等。
三、高效能知覺教師與低效能知覺教師在「學科教學準備」與「行為矯正」所使用的策略與想法有所差別。
The present study aims to explore the teachers’ reflections on teacher efficacy in two juvenile correctional schools. The research was conducted by means of the qualitative analysis of in-depth interviews. It tends to better understand teacher efficacy for the purpose of increasing teacher efficacy in juvenile correctional schools. The results of the study are as follows: 1. In terms of the efficacy of subject teaching, the teachers who had a high sense of teaching efficacy in the beginning stage kept high and stable efficacy during teaching, while for those who had a lower sense of teaching efficacy, their sense of teaching efficacy turned from low to high during the study. As for the efficacy of behavior correction, the results showed that the participants had different performances on students’ misbehavior in schools and on students’ recidivism out of schools. 2. The elements that influenced the teachers’ efficacy in juvenile correctional schools included teachers’ control belief, personalities, teaching goals, enactive mastery experience, supports in schools or out of schools, the periods of students’ stay at school, the stability of classes, school environments, and laws as well as regulations, etc. 3. Teachers with high perceived efficacy and low perceived efficacy used different strategies in terms of preparing subject teaching and behavior correction.
The present study aims to explore the teachers’ reflections on teacher efficacy in two juvenile correctional schools. The research was conducted by means of the qualitative analysis of in-depth interviews. It tends to better understand teacher efficacy for the purpose of increasing teacher efficacy in juvenile correctional schools. The results of the study are as follows: 1. In terms of the efficacy of subject teaching, the teachers who had a high sense of teaching efficacy in the beginning stage kept high and stable efficacy during teaching, while for those who had a lower sense of teaching efficacy, their sense of teaching efficacy turned from low to high during the study. As for the efficacy of behavior correction, the results showed that the participants had different performances on students’ misbehavior in schools and on students’ recidivism out of schools. 2. The elements that influenced the teachers’ efficacy in juvenile correctional schools included teachers’ control belief, personalities, teaching goals, enactive mastery experience, supports in schools or out of schools, the periods of students’ stay at school, the stability of classes, school environments, and laws as well as regulations, etc. 3. Teachers with high perceived efficacy and low perceived efficacy used different strategies in terms of preparing subject teaching and behavior correction.
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少年矯正, 少年矯正學校, 誠正中學, 明陽中學, 教師效能感, juvenile correction, juvenile correction school, Cheng-jheng High School, Ming Yang High School, teacher efficacy