國民中學英語教師效能感來源與差異化教學效能感之相關研究
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2015
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本研究旨在探討國民中學英語教師效能感來源與差異化教學效能感之相關情形，研究目的為：(1)探討國民中學英語教師差異化教學效能感之現況；(2)探討國民中學英語教師效能感來源之現況；(3)探討國民中學不同背景英語教師對效能感來源與差異化教學效能感知覺之現況；(4)探討國民中學英語教師其效能感來源對於差異化教學效能感之影響。本研究採調查研究法，以學校規模進行分層比例抽樣，共選取雙北公立國中251位英語教師為有效研究樣本，進行描述性統計分析、獨立樣本t考驗、單因子變異數分析與階層迴歸分析。研究結果顯示如下：
一、雙北國中英語教師在效能感來源知覺情形良好。
二、雙北國中英語教師在差異化教學效能感知覺情形良好。
三、雙北國中英語教師在部分背景變項的知覺程度有差異。
四、國中英語教師之效能感來源對差異化教學效能感具有預測力。
My study is aimed at investigating the relationship between English teachers’ sources of efficacy and their efficacy on differentiated instruction in lower secondary school. The purposes of my study are: (1) to investigate English teachers’ efficacy on differentiated instruction in lower secondary school nowadays; (2) to investigate English teachers’ sources of efficacy in lower secondary school nowadays; (3) to investigate the sensation of English teachers with different backgrounds on sources of efficacy and efficacy of differentiated instruction in lower secondary school nowadays ; (4) to investigate the impacts of English teachers’ sources of efficacy on their efficacy of differentiated instruction in lower secondary school. The methodology of this study is a survey research, which is implemented with stratified proportion sampling according to school scale. In this study, 251 English teachers of public lower secondary schools in Taipei and New Taipei City are drawn as valid samples, and they are analyzed by descriptive analysis, independent t-test, one-way ANOVA and hierarchical regression analysis. The conclusions are summarized as follows: 1. Lower secondary school English teachers in both Taipei and New Taipei City have good sensation in sources of efficacy. 2. Lower secondary school English teachers in both Taipei and New Taipei City have good sensation in efficacy of differentiated instruction. 3. Lower secondary school English teachers in both Taipei and New Taipei City have different sensation in some variables of background. 4. Sources of efficacy have significant predictive power toward efficacy of differentiated instruction in lower secondary school English teachers.
My study is aimed at investigating the relationship between English teachers’ sources of efficacy and their efficacy on differentiated instruction in lower secondary school. The purposes of my study are: (1) to investigate English teachers’ efficacy on differentiated instruction in lower secondary school nowadays; (2) to investigate English teachers’ sources of efficacy in lower secondary school nowadays; (3) to investigate the sensation of English teachers with different backgrounds on sources of efficacy and efficacy of differentiated instruction in lower secondary school nowadays ; (4) to investigate the impacts of English teachers’ sources of efficacy on their efficacy of differentiated instruction in lower secondary school. The methodology of this study is a survey research, which is implemented with stratified proportion sampling according to school scale. In this study, 251 English teachers of public lower secondary schools in Taipei and New Taipei City are drawn as valid samples, and they are analyzed by descriptive analysis, independent t-test, one-way ANOVA and hierarchical regression analysis. The conclusions are summarized as follows: 1. Lower secondary school English teachers in both Taipei and New Taipei City have good sensation in sources of efficacy. 2. Lower secondary school English teachers in both Taipei and New Taipei City have good sensation in efficacy of differentiated instruction. 3. Lower secondary school English teachers in both Taipei and New Taipei City have different sensation in some variables of background. 4. Sources of efficacy have significant predictive power toward efficacy of differentiated instruction in lower secondary school English teachers.
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英語教師, 效能感來源, 差異化教學效能感, English teachers, sources of efficacy, efficacy of differentiated instruction