| 摘要: | 本研究之目的在瞭解高中教師與學生自我效能、集體效能與學校氣氛之關係與組別差異，並驗証高中教師與學生學校、班級與個人層面變數對學生自我效能、學生集體效能的多階層模式分析。本研究以台中縣市公私立高中教師與學生為母群體，採分層隨機抽樣的方式，總計抽取16所學校，共314位學校教師及學生1,756人為研究對象。使用的研究工具有教師自我效能量表、教師集體效能量表、教師知覺學校氣氛量表、學生自我效能量表、學生集體效能量表，以及學生知覺學校氣氛量表等六種，並利用t考驗、單因子變異數分析、積差相關分析，以及二階、三階階層線性模式進行資料分析。
本研究發現，不同背景變項之教師自我效能、集體效能、教師知覺學校氣氛有顯著差異；不同背景變項之學生的自我效能、集體效能、學生知覺學校氣氛有顯著差異。教師與學生樣本所屬各別學校氣氛分量表、集體效能分量表、學校氣氛分量表存在顯著正相關。
經階層線性模式分析後發現，教師自我效能、教師知覺學校氣氛與教師集體效能有顯著的正向關係；教師知覺學校氣氛、教師年資對教師自我效能具有顯著預測力。學生性別、學生知覺學校氣氛、教師自我效能與學生自我效能有顯著的正向關係。學生自我效能、學生知覺學校氣氛、學校等級、教師自我效能，以及學校層級變數(教師集體效能)、班級層級變數(學生知覺學校氣氛)間的交互作用對學生集體效能存在顯著的正向關係。因此，本研究之成果在於利用階層線性模式，進行教師與學生自我效能與集體效能等變項，全面性的多階層探討，並且對教師、學校、教育行政當局及未來研究者提出相關建議。
The main purpose of this study was to examine group difference and the relationship among teachers’ and students’ self efficacy, collective efficacy, and school climate in senior high schools. Besides, the multilevel model analysis of teachers’ and students’ self efficacy, collective efficacy would be made in this study. The subjects, 314 teachers and 1756 students who stratified random sampling in Taichung, were administered by Students’ Self Efficacy Scale, Students’ Collective Efficacy Scale, Student Perceived School Climate Scale, Teachers’ Self Efficacy Scale, Teachers’ Collective Efficacy Scale, and Teacher Perceived School Climate Scale. T-test, One-way ANOVA, Person Correlation Analysis, HLM2, HLM3.
As far as difference analysis is concerned, there were significant differences of teachers’ self efficacy, teachers’ collective efficacy, school climate between teachers’ background variables. There were significant difference of students’ self efficacy, students’ collective efficacy, and school climate between students’ background variables. As far as relation analysis was concerned, significantly positive correlation between teachers’ self efficacy, teachers’ collective efficacy, and teacher perceived school climate were found, based on Person Correlation. Significantly positive correlation between students’ self efficacy, students’ collective efficacy, and student perceived school climate were found, based on Person Correlation.
For HLM analysis, the variables of teachers’ self efficacy and teachers perceived school climate could positively predict the teachers’ collective efficacy. The variables of teachers perceived school climate and year of service could positively predict the teachers’ self efficacy. The variables of students’ gender, students perceived school climate, and teachers’ self efficacy could positively predict the students’ self efficacy. The variables of students’ self efficacy, students perceived school climate, school level, and teachers’ self efficacy could positively predict students’ collective efficacy. There was significantly cross level interaction effect between teachers’ collective efficacy and students’ perceived school climate on students’ collective efficacy. Therefore, this research concluded with a comprehensive interpretation of the HLM results in the context of multilevel modeling of teachers’ and students’ self efficacy and collective efficacy. Finally, suggestions would be made for high school teachers and administrators. |
