教师教学效能感：结构与影响因素的研究

TEACHER'S SENSE OF TEACHING EFFICACY: ITS STRUCTURE AND INFLUENCING FACTORS

为研究区分教师教学效果的一个重要变量──教学效能感，采用教师教学效能量表对３８２名中学教师及其相应的在校大学生进行了测查．因素分析结果表明，教师数学效能感可以分为一般教育效能感和个人教学效能感两个方面，这与班杜拉的自我效能理论和Ａｓｈｔｏｎ的教师教学效能感模型相一致．通过对可能影响教师数学效能感因素的考察发现，教龄因素对教师一般教育效能感和个人教学效能感有不同的影响，随教龄的增加，教师的一般教育效能感呈下降趋势，而个人教学效能感表现出上升的倾向．特别是，在校大学生与已从事教育工作的教师，在教学效能感的两个维度上存在着显著的差异；性别和学历因素对教师教学效能感不存在显著的影响．

Teacher's sense of teaching efficacy has been identified as a variable accounting for individual differences in effectiveness of teaching. The purpose of the present study was to explore the variable structure, and construct validation to support it. Factor analysis of responses from 382 middle-school Chinese teachers to a 42-item Teacher'Sense of Teaching Efficacy Scale yielded two substantial factors. One was general teaching efficacy, and the other was personal teaching efficacy. Its structure corresponded to Bandura's two-factor theoretical model of self-efficacy, and Ashton's model of teaching- efficacy. Finally, the number of years of teaching was found to have significant effect on general teaching efficacy and personal teaching efficacy.