The Influence of Teachers’ Teaching Self-efficacy on Elementary School Teachers’ Attitude towards Evaluation of Teachers’ Professional Development in Chang-Hwa County

• Main Authors: Cheng-han Tsai, 蔡承翰
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/12617010171325294391

碩士 === 國立中正大學 === 教育學研究所 === 98 === The main purposes of the study are as follows: 1. To investigate current conditions of elementary school teachers’ teaching self-efficacy and the attitude towards evaluation on Teachers’ Professional Development in Chang-Hwa County. 2. To examine the difference between elementary school teachers’ teaching self-efficacy and the attitude towards evaluation on Teachers’ Professional Development, caused by different background factors. 3. To explore the relationship between elementary school teachers’ teaching self-efficacy and the attitude towards evaluation on Teachers’ Professional Development. 4. To analyze the effects of elementary school teachers’ demographic variables and teachers’ teaching self-efficacy on the attitude towards evaluation on Teachers’ Professional Development. The present study used survey method and elementary school teachers in Chang-Hwa County were chosen as samples. According to the ratio of the school size, 58 schools, 614 teachers were sampled to answer the researcher-developed questionnaire, “The Questionnaire on Elementary School Teachers’ Teaching Self-efficacy and Attitude Towards Evaluation of Teachers’ Professional Development.” The number of usable questionnaires returned was 516; the questionnaire availability factor reaches 84%.The data were analyzed by methods including descriptive statistics, t-test, one-way ANOVA and stepwise multiple regression. The following conclusions were made according to the results from the investigation: 1. At the current stage, the extent of elementary school teachers’ teaching self-efficacy and the attitude towards evaluation on Teachers’ Professional Development in Chang-Hwa County are above average. 2. The overall teachers’ teaching self-efficacy of the elementary school teachers significantly differs because of different positions. 3. The overall attitude of the elementary school teachers towards evaluation on Teachers’ Professional Development significantly differs because of gender, years of teaching, educational degree, position, and school size. 4. Teachers’ teaching self-efficacy and the attitude towards evaluation on Teachers’ Professional Development have significant positive relationship. 5. The background factors of different teachers and their teaching self-efficacy have significant influence on the teachers’ attitude towards evaluation on Teachers’ Professional Development. Environmental Transformation, meaning the teachers’ ability to transform students’ learning environment into a better one, is the most effective factor. According to the findings and conclusions, the following suggestions were made for related organization to work on improving teachers’ teaching self-efficacy and Teachers’ Professional Development. Also, the future research may start from this direction. The suggestions to educational authorities, administrators and teachers in elementary schools are as follows: 1. To call for the government and the Ministry of Education to enact laws regulating evaluation of teachers’ professional development. 2. To lighten teachers’ workload through administrators’ full cooperation and assistance. 3. To emphasize environmental transformation and reduce the factors that are detrimental to learning. The suggestions to future researches are as the following: 1. To analyze and compare the subjects of sample selected or conducting case study as research target. 2. To investigate the relationship with other factors. 3. To use other research method.