十二年國教領域課程決定對國中綜合活動領域教師自我效能的影響之研究

Abstract

本研究旨在探討十二年國教領域課程決定對新北市綜合活動領域教師自我效能之影響，採取「混合法」，以問卷調查法為主，訪問調查法為輔。根據文獻探討及相關實證之研究結果設計問卷，以新北市113學年度綜合活動領域教師為研究對象，包含童軍、輔導、家政等三科目專長教師，透過「新北市綜合活動領域課程決定與教師自我效能問卷」之實施，了解十二年國教下新北市綜合活動領域課程決定及教師自我效能的現況，共獲得有效問卷115份，將結果以描述統計、T檢定、單因子變異數分析與多元迴歸分析等方式進行統計分析，以分析領域課程決定與教師自我效能之相關性。最後以質性訪談輔助補充研究結果，以更全面解釋新北市綜合活動領域課程決定及綜合活動領域教師自我效能間的關係。本研究結果主要如下所示： 壹、 新北市國中綜合活動領域課程決定在領域教學研究會運作模式方面具高度相似性，且多數課程決定細節由教師本人決定。 貳、 新北市國中綜合活動領域教師自我效能整體呈現中上程度，在學習評量及班級管理向度得分較高。 參、 不同學校規模對新北市國中綜合活動領域教師自我效能平均具解釋力。 肆、 新北市國中綜合活動領域課程決定影響因素之「學生因素」對新北市國中綜合活動教師自我效能具解釋力。 伍、 新北市國中綜合活動領域課程決定遭遇的困境各變項對新北市國中綜合活動教師自我效能皆不具解釋力，推測與綜合活動領域教師教師專業與教師不與人爭順應環境的特質有關。This study aims to investigate the impact of curriculum decision-making on the self-efficacy the domain of integrative activity teachers of junior high school during the curriculum guidelines 12-year basic education in New Taipei City. A mixed-methods approach was employed, with quantitative data collected through a structured questionnaire and qualitative data supplemented via interviews. The questionnaire was designed based on a review of relevant literature and empirical studies. Participants included comprehensive activity teachers with specialties in Scouting, Home Economics, and Counseling during the 2024 academic year. A total of 115 valid responses were obtained through the implementation of the"Curriculum Decision-Making and Teacher Self-Efficacy in Comprehensive Activities Questionnaire." Data were analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA, and multiple regression analysis to explore the relationship between curriculum decisions and teacher self-efficacy. In addition, qualitative interviews were conducted to provide in-depth explanations of the findings.

The key results of the study are summarized as follows:

1. Curriculum decision-making of the domain of integrative activity across in junior high schools in New Taipei City were highly consistent in terms of instructional research group operations, with most curriculum details determined by individual teachers.2. Teachers’ overall self-efficacy was at an above-average level, with the highest scores observed in the dimensions of learning assessment and classroom management.3. School size showed a significant predictive effect on teachers' overall self-efficacy. 4. Among the factors influencing curriculum decision-making, student-related factors had a significant positive effect on teacher self-efficacy. 5. The challenges encountered in curriculum decision-making showed no significant predictive power for teacher self-efficacy, which may be attributed to teachers' professional adaptability and their inclination to adjust to external conditions rather than resist them.