| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育研究所 === 90 === Abstract
The purpose of this research is to investigate the current teacher efficacy of gifted classes in junior highs in central Taiwan. It then explores the differences of teacher efficacy under a variety of variables referring to personal backgrounds and tasks. As a result, the study analyzes how these variables are in relation to the prediction of teacher efficacy in gifted classes.
One hundred and eighty-four teachers of eight counties/cities in central Taiwan have been inquired to complete a six-dimension questionnaire created and edited by the researcher. Information and data, therefore, have been collected and processed through such statistical methods as mean, standard deviation, t-test, one-way analysis of variance, a posteriori comparisons, and multiple stepwise regression analysis. The study eventually concludes in presenting the following findings:
1. Teachers of gifted classes tend to have high degrees of feelings about their entire teaching efficacy. These feelings lying on the six dimensions used in the questionnaire, from top degree down, are： "working attitude and personal characteristics", "the pursuit of growth in professional abilities", "self-efficacy in teaching ", "the establishment of a harmonious relationship between teachers and students", "effective and diversified teaching skills", and "knowledge relevant to gifted education".
2. Teacher efficacy differs apparently in variables regarding gender, tenure of teaching in gifted classes, jobs, reasons for teaching in gifted classes. No significant differences found among factors as age, marital status, education, professional background, tenure of teaching in general classes, teaching subject.
3. Teacher efficacy would be better predicted by variables, such as, professional background, tenure of teaching in gifted classes, jobs, reasons for teaching in gifted classes. As to the variables, gender, age, marital status, education, tenure of teaching in general classes, and teaching subject aren’t the obvious factors to affect teacher efficacy.
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