The Study of Self-Efficacy and Teaching Behavior of the Elementary Gifted Resource Teachers

• Main Authors: En-Chi Liao, 廖恩綺
• Other Authors: 蔡典謨 教授
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/33674937072698292968

碩士 === 高雄師範大學 === 特殊教育學系 === 98 === The main purpose of this study was to explore the current situation of self-efficacy and teaching behavior of the elementary gifted resource teachers, and explained the differences of self-efficacy and teaching behavior, and the prediction of self-efficacy on teaching behavior of the elementary gifted resource teachers. The study adopted survey research design with the samples inclued 79 elementary gifted resource teachers from three areas in Taiwan (north area, central area, south area). The research instruments used in the study was “The Elementary Gifted Resource Teachers Self-Efficacy and Teaching Behavior Questionnaire.” All data was analyzed by applying descriptive statistics, multivariate analysis of variance, and stepwise regression analysis. The results of the study were as following: 1.The self-efficacy of the elementary gifted resource teachers was above average level. The score on personal teaching efficacy was the best among the self-efficacy subscales. 2.The teaching behavior of the elementary gifted resource teachers was above intermediate level. The score on learning environment was the highest among the teaching behavior subscales. 3.There was no difference among genders and training on the self-efficacy of the elementary gifted resource teachers, but the result was different degrees and years of teaching in gifted classes. Teachers graduated from a graduate institute performed better than teachers who did not graduate in “self-efficacy ”、“personal teaching efficacy ”、“general teaching efficacy ” and “training teaching efficacy.” Teachers of teaching years above 11 years was obviously higher than below 5 years in “personal teaching efficacy ” and “self-efficacy ”；teachers of teaching years 6~10 years was obviously higher than below 5 years teachers in “personal teaching efficacy ” and “self-efficacy.” 4.There was no difference among genders and training on the teaching behavior of the elementary gifted resource teachers, but the result was different from educational background and years of teaching in gifted classes .Teachers graduated from a graduate institute performed better than teachers who did not graduate in “teaching behavior.” Teachers of teaching years above 11 years was obviously higher than below 5 years in “teaching behavior.” 5.The self-efficacy of the elementary gifted resource teachers could predict teaching behavior effectively, and among these especially “personal teaching efficacy” could predict “learning environment” most effectively.