A Study of the Relationship among Teacher’s Social Support, Trust, and Self-Efficacy in Elementary Schools

• Main Authors: Yang, Yung-Chi, 楊永吉
• Other Authors: 黃宏宇
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/09777212757203593967

碩士 === 臺北市立大學 === 心理與諮商學系心理與諮商教學碩士學位班 === 103 === This study aims to explore the relationships among teacher’s social support, trust, and self-efficacy in elementary schools. Three scales measuring teacher’s social support, trust, and self-efficacy were developed. More than 500 elemtary school teachers were recuited and 450 teachers were used for analysis. Data were analyzed using descriptive statistics, t-test, Pearson’s product-moment correlation, and multiple regression. The results indicated that: 1.The levels of teacher’s social support, trust, and self-efficacy in elementary schools are are higher than the average levels. 2.The degrees of teacher’s social support depended on different ages, years of teaching, and positions. 3.The degrees of teacher’s trust depended ondifferent ages, years of teaching, andmarital statuses. 4. The degrees of teacher’s self-efficacy depended ondifferent ages, years of teaching, and positions. 5.There is a positive relationships among teacher’s social support, trust, and self-efficacy. 6. Teacher’s trust has a completely mediated effect between teacher’s social support and self-efficacy.