技術型高級中等學校教師參與跨領域課程的動機、機會、能力、自我效能與教學投入之關係

Abstract

本研究旨在了解技術型高級中等學校教師參與跨領域課程的動機、機會、能力、自我效能與教學投入之關係。研究對象以台北市、新北市、桃園市以及基隆市的技術型高級中等學校教師為母群，進行「技高教師跨領域教學調查問卷」施測，經抽樣後獲得有效樣本總計313份，所得量化資料採描述性統計、獨立樣本t考驗及單因子變異數分析、結構方程式及迴歸等方法進行統計分析。主要研究結論包括：一、技術型高中教師對於跨領域教學的動機、機會、能力、自我效能跟教學投入的感受程度良好。二、動機—機會—能力模式及自我效能可有效解釋技高教師對於跨領域教學的投入行為。根據上述結論，本研究分別就技高教師、技術型高中以及師資培育機關等方面提出以下建議：建立教師專業社團、課程規劃可納入學生意見、學校應注重教師自我效能的培養與提升、在師培課程納入跨領域教學、鼓勵技高教師應研習跨領域教學相關課程等。This study aims to understand the relationships among the motivation, oppor-tunities, abilities, self-efficacy, and instructional commitment of teachers in vocational senior high schools participating in interdisciplinary curriculum. The study population consists of teachers from vocational senior high schools in Taipei City, New Taipei City, Taoyuan City, and Keelung City. The"Sur-vey on Interdisciplinary Teaching by Technical High School Teachers" was administered, and a total of 313 valid samples were obtained through sam-pling. The quantitative data were analyzed using descriptive statistics, inde-pendent samples t-tests, one-way analysis of variance, structural equation modeling, and regression.The main conclusions of the study are as follows: 1.Teachers in vocational senior high schools generally have positive percep-tions of their motivation, opportunities, abilities, self-efficacy, and instruc-tional commitment in interdisciplinary teaching. 2.The motivation-opportunity-ability model and self-efficacy effectively explain teachers' commitment to interdisciplinary teaching in vocational senior high schools. Based on the aforementioned conclusions, this study provides the following recommendations for vocational senior high school teachers and schools, and teacher education institutions, which includes establishing professional teacher communities, incorporating student input into curriculum planning, emphasizing the cultivation and enhancement of teachers' self-efficacy in schools, integrating interdisciplinary teaching into teacher training programs, and encouraging vocational senior high school teachers to participate in rele-vant interdisciplinary teaching workshops.