從多層次自我效能感觀點驗證國小教師教學效能模式－以桃園縣為例

Abstract

本研究從多層次自我效能感觀點提出一個國小教師教學效能模式。此架構包含四個重要構面，分別是「電腦自我效能感」、「資訊素養自我效能感」、「資訊素養」與「教學效能」。調查的主要對象為參與桃園縣政府教育局提昇中小學教師資訊能力課程研習與能力檢測認證之桃園縣國民小學教師。 研究結果顯示： 一、不同性別或年資之國小教師在「電腦自我效能感」、「資訊素養」與「教學效能」無顯著差異，但在「資訊素養自我效能感」中呈現顯著差異，這顯示「資訊素養自我效能感」與其他三項因素構面概念相當不同。 二、本研究所提出之「國小教師教學效能模式」配適度極良好。在模式中，「電腦自我效能感」顯著地影響「資訊素養自我效能感」；「電腦自我效能感」與「資訊素養自我效能感」分別顯著地影響「資訊素養」；另外，「資訊素養」顯著地影響「教學效能」。 三、對於「電腦自我效能感」與「資訊素養自我效能感」應分別估計的觀點，也就是多層次自我效能感，本研究中獲得一個實證結果。 四、本研究經由分析支持資訊素養應採用二階因素架構來衡量。 五、「資訊素養」分別在「電腦自我效能感」與「資訊素養自我效能感」影響教師「教學效能」的關係之間，扮演著重要的角色，更加顯示「資訊素養」構念不僅在實務教學上相當重要，也在後續研究上應多加著墨。

This study proposes a teaching performance model for elementary school teachers from the perspective of multilevel self-efficacy. There are four main constructs in the model, namely, in turn, computer self-efficacy, information literacy self-efficacy, information literacy, and teaching performance. The main subjects of this study are the elementary school teachers who took part in the test project for the elementary and middle school teachers hold by the bureau of education belong to the Taoyuan country government in Taiwan. The results of this study are illustrated as below. 1.No difference exists between the male and female or the senior and junior elementary school teachers in the factors of computer self-efficacy, information literacy, and teaching performance. However, in the information literacy self-efficacy, the differences are significant. It illustrates the concept of information literacy self-efficacy is very different from three other constructs. 2.The fit indexes of the teaching performance model proposed by this study are all good. In the proposed model, computer self-efficacy influences information literacy self-efficacy significantly, and both the computer self-efficacy and information literacy self-efficacy influence the information literacy significantly. The information literacy also influences the teaching performance significantly. 3.The opinion for computer self-efficacy and information literacy self-efficacy should be estimated separated, namely, multilevel self-efficacy, was empirically tested and supported by this study. 4.Through analysis, this study supported that the construct of information literacy should be evaluated as a second-order factor. 5.Information literacy plays a important role in the relationship for the influence of computer self-efficacy on teaching performance or information literacy self-efficacy on teaching performance. It demonstrates that the construct of information literacy is not only important for teaching implementation, but also for the further reseach to pay much attention to it.