台北縣國民小學教師教學信念取向與教育政策執行效能認知之研究
Abstract
中文摘要
本研究旨在探討台北縣國小教師之教學信念取向之現況以及對教育政策執行效能之認知。本研究以台北縣國小具有合格教師身份之教師(不含校長)為研究對象，透過研究者修編而成之「台北縣國小教師教學信念與教育政策執行效能認知問卷」為研究工具，採分層隨機抽樣之方式 ，共發出 750 份問卷，回收有效問卷為 658 份。 所獲得之調查資料，研究者以 t 考驗、單因子變異數分析（one-way ANOVA）以及二因子獨立樣本變異數分析(two-way ANOVA)進行統計分析後，依本研究之主要發現作成下列結論：
一 、台北縣國小教師所持之教學信念現況，整體而言，較傾向於精進取向。
二 、台北縣國小教師對教育政策執行效能認知，整體而言偏向於容易執行。
三、台北縣國小教師其教學信念，會因其性別、年齡、年資、學歷、任教科別、畢業科系、學校規模的不同而有顯著差異。
四、台北縣國小教師對教育政策認知，會因其年資、學歷、任教科別、任教區域的不同而有顯著差異。
五、精進取向教學信念的國小教師對教育政策的執行效能認知偏向容易執行。
六、不同年齡與不同任教科別的台北縣國小教師在整體教學信念有顯著的交互作用。
七、不同年資與不同任教區域的台北縣國小教師在整體教學信念有顯著的交互作用。
八、不同學歷與任教區域的台北縣國小教師在整體教學信念有顯著的交互作用。
九、不同畢業科系與不同任教區域的台北縣國小教師在整體教學信念有顯著的交互作用。
Abstract This research aims to discuss teach belife and cognition of educational policise from the view of Taipei county elementary teachers. The samples of this study includes those who have the qualification of formal teacher and teach in Taipei counties, but excluding the president of school.The research tool is the questionnaire - Teach belief and educational policies cognition of Taipei county elementary teachers. Sampling is based on scale of the school and location of the school by way of dividing floor and gathering together and sampling.In total, 750 questionnaires were distributed, and 658 were valid samples.Statistical tests included sample t-test, one-way ANOVA, and two-way ANOVA.The findings of this research are as below: 1. As a whole, Taipei county elementary teachers held an advance toward the current condition of teach belife. 2. The cognition of educational policies from Taipei county elementary teachers, tend to execute easily. 3. There are significant differences on teach belief of Taipei county elementary teacher, due to gender, age, working year, education background, teaching subject, major, and scale of the school. 4. There are significant differences on cognition of educational policies of Taipei county elementary teacher, due to working year, education background, teaching subject, and working area. 5.To those who having different cognitions of educational policies, there is a significant difference on teach belief. 6. To Taipei county elementary teachers who teach students in different ages and different subjects, there is a significant interplay on teach belief. 7. To Taipei county elementary teachers who have different working year and teach in different areas, there is a significant interplay on teach belief. 8. To Taipei county elementary teachers who have different education background and teach in different areas, there is a significant interplay on teach belief. 9. To Taipei county elementary teachers who have different major and teach in different areas, there is a significant interplay on teach belief.
Abstract This research aims to discuss teach belife and cognition of educational policise from the view of Taipei county elementary teachers. The samples of this study includes those who have the qualification of formal teacher and teach in Taipei counties, but excluding the president of school.The research tool is the questionnaire - Teach belief and educational policies cognition of Taipei county elementary teachers. Sampling is based on scale of the school and location of the school by way of dividing floor and gathering together and sampling.In total, 750 questionnaires were distributed, and 658 were valid samples.Statistical tests included sample t-test, one-way ANOVA, and two-way ANOVA.The findings of this research are as below: 1. As a whole, Taipei county elementary teachers held an advance toward the current condition of teach belife. 2. The cognition of educational policies from Taipei county elementary teachers, tend to execute easily. 3. There are significant differences on teach belief of Taipei county elementary teacher, due to gender, age, working year, education background, teaching subject, major, and scale of the school. 4. There are significant differences on cognition of educational policies of Taipei county elementary teacher, due to working year, education background, teaching subject, and working area. 5.To those who having different cognitions of educational policies, there is a significant difference on teach belief. 6. To Taipei county elementary teachers who teach students in different ages and different subjects, there is a significant interplay on teach belief. 7. To Taipei county elementary teachers who have different working year and teach in different areas, there is a significant interplay on teach belief. 8. To Taipei county elementary teachers who have different education background and teach in different areas, there is a significant interplay on teach belief. 9. To Taipei county elementary teachers who have different major and teach in different areas, there is a significant interplay on teach belief.
Description
Keywords
教學信念, 教師信念, 教育政策, teach belief, teacher belief, educational policise