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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4600


    Title: 教師情緒智慧、教師權能與教師效能感之相關研究─以桃園縣公立國民小學教師為例;An Examination of the Relationships among Emotional Intelligence, Teacher Empowerment, and Teachers' sense of efficacy.
    Authors: 李欣慧;Shin-Huei Lee
    Contributors: 學習與教學研究所
    Keywords: 情緒智慧;教師權能;教師效能感;and teacher empowerment;teachers’ sense of efficacy;emotional intelligence
    Date: 2006-07-04
    Issue Date: 2009-09-22 09:28:11 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 摘要   本研究在國內教師效能感和組織中他人相關之變項的相關研究不多的背景下,基於辨識和教師效能感相關因素的重要性,及過去文獻中教師情緒智慧、教師權能與教師效能感間的可能關聯,運用問卷調查法及訪談法蒐集資料,探討教師情緒智慧、教師權能和教師效能感間的關聯。   本研究之獨立變項為「教師效能感」及「教師權能」,依變項為「教師效能感」,研究母群為桃園縣九十四學年度公立國小教師(以學校網頁能蒐集到教師名單者為限),共計44所國民小學,1819位教師,採用分層隨機抽樣,以學校規模作為分層標準,共抽出270位教師為研究樣本進行問卷調查。本研究所使用之研究工具包括「教師情緒智慧量表」、「教師權能量表」及「教師效能感量表」,資料分析方式為描述性統計、信度及效度分析、關聯分析、半淨相關複迴歸分析及多元逐步複迴歸分析,並於問卷資料蒐集後選取6位教師進行訪談,以訪談內容輔助及補充說明問卷統計結果。   本研究之研究結果如下: 一、「任教年資」、「情緒的注意和辨識」、「情緒的調整」、「專業成長與決策參與」、「專業地位與自主權」、「專業對話」與「教師效能感」有顯著相關。 二、經由半淨相關複迴歸分析得知「情緒的注意和辨識」、「情緒的調整」、「專業地位與自主權」及「專業對話」共解釋了「教師效能感」63%的變異量,其中「專業地位與自主權」單獨解釋「教師效能感」6.7%的變異量,「專業對話」單獨解釋「教師效能感」4.4%的變異量,「情緒的調整」單獨解釋「教師效能感」2.6%的變異量,「情緒的注意和辨識」單獨解釋「教師效能感」1.5%的變異量。 三、經由逐步複迴歸分析得知「專業地位與自主權」、「情緒的調整」、「專業對話」與「情緒的注意和辨識」(依其重要性排列)為預測「教師效能感」的因素,共可解釋「教師效能感」62.3%的變異量。 Abstract The purpose of the study was to examine the relationships among emotional intelligence, teacher empowerment, and teachers’ sense of efficacy. Questionnaires and interviews were used to collect data. Participants were 270 elementary teachers from 44 public schools in Taoyuan. Three instruments, the Emotional Intelligence Scale, the Teacher Empowerment Scale, and the Teachers’ Sense of Efficacy Scale were developed by the researcher and utilized to collect data. Descriptive analysis, correlation analysis, semi-partial multiple regression analysis, and stepwise multiple regression analysis were used to analyze the data. According to the analysis of data, significant correlations were found between teachers’ sense of efficacy and (1) teaching experience, (2) attention and clarity of emotion, (3) mood repair, (4) professional development and participation of decision-making, (5) professional status and teaching autonomy, and (6) discussion of teaching proficiency. Among these variables, attention and clarity of emotion, mood repair, professional status and teaching autonomy, and discussion of teaching proficiency account for 63% of the variance of teachers’ sense of efficacy all together with a statistically significant independent contribution of 1.5%, 2.6%, 4.4%, and 6.7%. Additionally, these variables are also statistically significant predictors of teachers’ sense of efficacy.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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