教師專業自主與教學實踐關係之研究——教師自我效能的中介效果
Author(s):
Tsung-Jen Chang (Department of Educational Psychology and Counseling, National Taiwan Normal University)
Yao-Ting Sung (Department of Educational Psychology and Counseling, National Taiwan Normal University)
Haw-Jeng Chiou (Department of Business Administration, National Taiwan Normal University)
Abstract:
Teacher autonomy and self-efficacy are key elements of teacher empowerment and are critical to improving teachers’ teaching practice. This study investigated the mediating effect of teacher self-efficacy (efficacy in classroom management, efficacy in instruction, and efficacy in student engagement) on the relationship between teacher autonomy and teaching practices (clarity of instruction, cognitive activation, and classroom management) among 3,835 Taiwan teachers in lower secondary schools. Data were obtained from the Organization for Economic Cooperation and Development 2018 Teaching and Learning International Survey. The results indicated that, teacher autonomy exerts significant direct effects on all three dimensions of teacher self-efficacy, as well as on the clarity of instruction of teaching practice, but significant negative direct effects on the cognitive activation practices. Moreover, efficacy in instruction partially mediated the relationship between teacher autonomy and clarity of instruction practice. Efficacy in in classroom management complete mediated the relationship between teacher autonomy and classroom management practice. Teacher autonomy had no significant overall effect on cognitive activation practice. On the basis of the study results, a discussion on the proposed model and suggestions were provided for teaching practices and future research.
Keywords:
teacher self-efficacy、teacher autonomy、teaching practices、Teaching and Learning International Study
