教学效能感的结构:最小空间分析的运用

The Construct of Teacher Efficacy:An Application of Smallest Space Analysis

好的结构无疑是研究一个心理变量的基础.对于教学效能感的结构,不管是理论的解释还是实际的测量都受到不停的争议和质疑.该研究用474个样本检测了TES和中文教学效能感量表(俞国良和辛涛等,1995)的结构,指出了一般教学效能感(GTE)和个人教学效能感(PTE)两因子模型的局限性.按严格的程序翻译了俄亥俄州教师效能感量表(OSTES),并施测在相同的被试上,因素分析的结果呈单维结构.介绍并应用最小空间分析(SSA)重新探索OSTES的结构.最小空间分析的结果支持OSTES教学策略、课堂管理和学生参与三因子的存在,尤其是教学策略和课堂管理因子呈现出一条清晰的界线.

Pursuing a valid construct of a researching it. The construct of teacher efficacy theoretical and psychometrical way. In the present psychological variable is undoubtedly the base for has been questioned and argued constantly both in study, 474 samples were surveyed to test the construct of TES （teacher efficacy scale） and Chinese TES （Guoliang Yu ＆ Tao Xin et al, 1995）. The limitation of two factors model consisting of GTE and PTE （general teaching efficacy ＆personal teaching efficacy） was pointed out. OSTES （Ohio state teacher efficacy scale） was translated into Chinese through a strict procedure and administered to the same participants. The results of EFA provided a monoacid dimension view. Smallest space analysis （SSA） was introduced and applied to reexplore the construct of OSTES. The results outputted from SSA supports the existence of the three factors, including instructional strategies, class management and student engagement. Especially the instructional strategies factor and class management factor distinguished from each other with a clear cut.