Explore the Relationships among Teachers’ Teaching Self-Efficacy of Reading, Self-Regulated Teaching Beliefs, and Classroom Practice for Reading Instruction

• Main Authors: 1986, 林均諭
• Other Authors: Yu-min Ku
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/53623315244659518993

碩士 === 國立中央大學 === 學習與教學研究所 === 103 === Most researches done to date have focused on self-regulated learners in reading. Only a few researches focus on teachers and explore how to nurture learners’ self-regulated learning ability in reading. These researches conducted classroom observations and interviews and proposed characteristics of a high self-regulated class. However, the questionnaire method was seldom used to explore teachers’ beliefs in self-regulated reading instruction and classroom practice for self-regulated reading instruction. Therefore, the purpose of this study is to explore elementary school teachers’ teaching practice in reading in 5/6th grade, the relationships among teachers’ teaching self-efficacy of reading, teachers’ beliefs in self-regulated reading instruction, and classroom practice for self-regulated reading instruction. The research participants were 194 homeroom teachers in 5/6th grade in Taoyuan City. Self-Regulated Reading Instruction Questionnaire was designed and applied to explore teachers’ teaching self-efficacy of reading, teachers’ beliefs in self-regulated reading instruction, and classroom practice for self-regulated reading instruction. The results indicated that (1) Elementary school teachers used texts, morning reading, and reading class to teach reading. (2) Elementary school teachers had positive teaching self-efficacy of reading, and there are significant differences between teachers’ beliefs and classroom practice for self-regulated reading instruction. (3) High reading-teaching self-efficacy teachers performed better in self-regulated reading-teaching practice. (4) There is a significant positive relationship between teachers’ beliefs and classroom practice for self-regulated reading instruction. (5) Hierarchical regression analysis showed that teachers’ teaching self-efficacy and teachers’ beliefs explained 39.6% of the variance in classroom practice for self-regulated reading instruction. Based on research findings and conclusions, some implications and recommendations are provided for teachers, schools, and educational authorities as reference.