A Study on Teacher Efficacy in Juvenile Correctional Schools

• Main Authors: Lee,Chen-I, 李貞儀
• Other Authors: Lin, An-Pan
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/82861859095131234370

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 102 === The present study aims to explore the teachers’ reflections on teacher efficacy in two juvenile correctional schools. The research was conducted by means of the qualitative analysis of in-depth interviews. It tends to better understand teacher efficacy for the purpose of increasing teacher efficacy in juvenile correctional schools. The results of the study are as follows: 1. In terms of the efficacy of subject teaching, the teachers who had a high sense of teaching efficacy in the beginning stage kept high and stable efficacy during teaching, while for those who had a lower sense of teaching efficacy, their sense of teaching efficacy turned from low to high during the study. As for the efficacy of behavior correction, the results showed that the participants had different performances on students’ misbehavior in schools and on students’ recidivism out of schools. 2. The elements that influenced the teachers’ efficacy in juvenile correctional schools included teachers’ control belief, personalities, teaching goals, enactive mastery experience, supports in schools or out of schools, the periods of students’ stay at school, the stability of classes, school environments, and laws as well as regulations, etc. 3. Teachers with high perceived efficacy and low perceived efficacy used different strategies in terms of preparing subject teaching and behavior correction.