科技校院業界專家教學信念、知覺學校支持與教學效能之關係研究

Abstract

本研究旨在探討科技校院業師的教學信念、知覺學校支持與教學效能之關係研究。研究方法採用問卷調查法進行，使用網路問卷形式的自陳式量表，針對103學年度科技校院之業師為研究對象，共發出500份問卷，回收395份有效問卷，有效回收率91.44%。依據資料分析結果，獲得研究結論如下：一、科技校院業界專家具有良好的教學信念，其中以「教師角色」面向表現最好。二、科技校院業界專家具有良好的教學效能，以「教學技術與選擇」表現最好。三、科技校院業界專家教學信念愈高，其教學效能也愈高。四、科技校院業界專家的知覺學校支持對教學效能顯著低相關。五、科技校院業界專家的教學信念能有效預測教學效能，其中以「教師角色」對教學效能最具有解釋力。六、知覺學校支持對在教學信念與教學效能間的關係，不具顯著的調節效果。七、知覺學校支持對在教學信念與教學效能間的關係，具有完全中介效果。針對上述結論，對相關教育行政單位及未來相關研提出建議。

The purpose of this study is to explore the relationships among The Relationships between Teaching Beliefs, Perceived School Support and Teaching Efficacy of the Industry Experts in the Universities/Colleges of Technology . The methodology of research is the web-based self-reported questionnaire. The population included the industry experts in the Universities/Colleges of Technology in 2014. 395 effective copies among the 500 questionnaires released with the valid recovery rate of 91.44% then put into statistical analysis process. Some conclusions are obtained based on data analysis results as following: The overall, the research findings are as follows: (1)Industry experts’ hold positive teaching beliefs, particularly in “teacher’s role”. (2)Industry experts’ teaching efficiency fall on “Teaching techniques and select”. (3)There is positive relationship between teaching belief and teaching efficiency. (4)Perceived School Support hasn’t relationship between teaching belief and teaching effectiveness. (5)Teachers’ teaching beliefs can serve as a predictor of their teaching efficiency. (6)Perceived School Support hasn’t partially significant moderating effects between teaching belief and teaching effectiveness. (7) Perceived School Support in teaching belief of teaching effectiveness beween fully intervening Variable the effect . Finally, for results of these findings, and supply the recommendations to educational administrations and future research.