國中導師領導行為、學生自我效能與班級集體效能之研究

• Main Authors: Huang Ya-Fang, 黃雅芳
• Other Authors: Chu-Hsun Kuo
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/08292505097228121472

碩士 === 國立彰化師範大學 === 教育研究所 === 95 === A teacher's leadership behavior is one of the teacher career development criteria. A mentor is the leader of the class, so his/her leadership behavior is very important. In addition, self-efficacy is related to student's academic performance. Collective efficacy can also affect the performance of the classes. Research subjects are the mentors’ leadership behaviors, students’ self-efficacy, and collective efficacy of the classes. First, the research explores the difference of the students’ self-efficacy and collective efficacy of the classes among different background variables. Second, it further analyzes the relation among the mentors’ leadership behaviors, the students’ self-efficacy and collective efficacy of the classes in junior high schools. Finally, it expects to predict the students’ self-efficacy and collective efficacy of the classes according to the mentors’ leadership behaviors, and to predict the collective efficacy of the classes according to the students’ self-efficacy. Questionnaire survey method was employed in this study. An instrument titled “The Life Experiences in Junior High Schools” was developed by the author. Samples were drawn from the public junior high school (including the middle schools) students of central Taiwan, including Taichung county, Changhua county, and Taichung city. A totle of 899 students responded to a set of instruments. SPSS 12.0 for windows was adopted to analyze the research data, including descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson’s product-moment correlation, and multiple regression analysis. According to the results of this study , some suggestions for mentors/educators were proposed. The major conclusions of the research were as follows: Mentors of junior high schools take transactional leadership behaviors more than transformational leadership behavior. Students perceived high degree of management-by-exception between two dimensions of the transactional leadership behaviors. And, students perceived high degree of encouragement among five dimensions of the transformational leadership behaviors. There were significant differences in students’ self-efficacy in relation to the grade, parents social economic status, and school location of the background variables. There were significant differences in collective efficacy of the classes in relation to the gender and school location of the background variables. There were significant positive correlations between all aspects of mentors’ leadership behaviors and positive affirmation of students’ self-efficacy. There were significant positive correlations between all aspects of mentors’ leadership behaviors and all aspects of collective efficacy. There were significant positive correlations between positive affirmation of students’ self-efficacy and all aspects of collective efficacy. Mentors’ leadership behaviors could significantly predict students’ self-efficacy or collective efficacy of the classes. Students’ self-efficacy could significantly predict collective efficacy of the classes.