360度回饋法影響輔導科實習教師自我效能之研究
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2005
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近年來重大教育政策與方案，如「教訓輔三合一」、「九年一貫課程」與「心理師法」，皆影響著輔導科實習教師自我效能與成效。本研究即符合時代趨勢，運用360度回饋法探索攸關需求、評估與推廣，希望能深入剖析，獲取在專業領域方面運用的進展。本研究採用量化研究-準實驗法，以九十三學年度實習於台北縣市之國民中學輔導科實習教師，前後測接受360度回饋後輔導自我效能的改善程度，並與對照組作比較分析，研究對象總計60位。將問卷填答資料採描述性統計、獨立樣本t考驗、單因子變異數分析、共變數分析加以統計分析後，研究結果發現：1.對於實習學校整體與教學、導師或行政實習感到滿意。2.實習教師在實習學校可獲得Bandura理論中提升自我效能的來源，如語言服、替代學習等，並有不錯的整體輔導自我效能信念，五個層面屬於中上程度，其中「輔導工作價值的效能」最高，「輔導推展價值的效能」和「輔導技巧的效能」其次，最後「輔導過程的效能」和「輔導工作能力的效能」。背景變項中任教科目「本科」比「相關學科」在「輔導推展價值的效能」高。3.「360度回饋」未能有效促使輔導自我效能整體層面，但「輔導過程的效能」層面卻有進步。4.但「360度回饋」輔導過程的效能顯著優於「現行師資培育評估制度」。最後，本研究提出對教育主管當局、師資培育機構、教育實習機構、實習教師實務建議及後續相關理論研究之方向，以供參考。
Recently, many important educational policies and programs, like ”Teaching, Discipline and Consultation(3in1) Experiment Program”, ”Grade 1-9 Curriculum”, ”psychologist alternative”, all influence guidance practice teachers’ professional self-efficacy. The research use the pioneer technique of 360-degree feedback to explore the need, assessment, and generalization in agreement with the tendency of age, hoping analy deeply, get the progressive usage in professional academy. The reseach is belong to quasi-experimental method of quantitative reseach. The guidance practice teachers who practice in Taipei county and city in 93 acdemic year accept 360-degree feedback back and forth to test professional self-efficacy improvement, and compared to the control group, totally 60 persons. The questionnaire answering data were processed and analyzed by using descriptive statistics, t-test, one-way ANOVA, and ANCOVA. The results display as follows: (1)Guidance practice teachers are satisfied with practice schools and practice on teaching, tutoring, and administration. (2)Guidance practice teachers can accept vicarious experience and verbal persuasion of Bandura’s theory from practice schools, and have great professional self-efficacy and five items. The influence of the five items about self-efficacy is: ”Guidance Value belief” > ”Guidance Promote belief” and ”Guidance Skill belief” > ”Guidance Process belief” and ”Guidance Ability belief”. On the item ”Guidance Promote belief”, teachers who teach the main course respond more positively than whom teach the relative one. (3)360-degree feedback does not effectively affect professional self-efficacy, but gets the progress on ”Guidance Process belief”. (4) Teachers receive 360-degree feedback respond more positively than whom are estimated from teacher-training organizations. Last, further suggestions are raised for educational authorities, teacher-training organizations, school authorities, guidance practice teachers, and future researchers.
Recently, many important educational policies and programs, like ”Teaching, Discipline and Consultation(3in1) Experiment Program”, ”Grade 1-9 Curriculum”, ”psychologist alternative”, all influence guidance practice teachers’ professional self-efficacy. The research use the pioneer technique of 360-degree feedback to explore the need, assessment, and generalization in agreement with the tendency of age, hoping analy deeply, get the progressive usage in professional academy. The reseach is belong to quasi-experimental method of quantitative reseach. The guidance practice teachers who practice in Taipei county and city in 93 acdemic year accept 360-degree feedback back and forth to test professional self-efficacy improvement, and compared to the control group, totally 60 persons. The questionnaire answering data were processed and analyzed by using descriptive statistics, t-test, one-way ANOVA, and ANCOVA. The results display as follows: (1)Guidance practice teachers are satisfied with practice schools and practice on teaching, tutoring, and administration. (2)Guidance practice teachers can accept vicarious experience and verbal persuasion of Bandura’s theory from practice schools, and have great professional self-efficacy and five items. The influence of the five items about self-efficacy is: ”Guidance Value belief” > ”Guidance Promote belief” and ”Guidance Skill belief” > ”Guidance Process belief” and ”Guidance Ability belief”. On the item ”Guidance Promote belief”, teachers who teach the main course respond more positively than whom teach the relative one. (3)360-degree feedback does not effectively affect professional self-efficacy, but gets the progress on ”Guidance Process belief”. (4) Teachers receive 360-degree feedback respond more positively than whom are estimated from teacher-training organizations. Last, further suggestions are raised for educational authorities, teacher-training organizations, school authorities, guidance practice teachers, and future researchers.
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360度回饋, 輔導科實習教師, 輔導自我效能, 360-degree Feedback, Guidance Practice Teacher, Self-Efficacy