我国中小学教师教学技能主观评价的影响路径研究

Path Analysis of Determinants of Teaching Competence Self-Evaluation of Elementary and Secondary School Teachers in China

本研究从华东师范大学"全国教师教育政策研究数据库"中选取学校政策、个人专业发展目标、校外教学技能培训、校本培训、同伴合作和教学技能评价等6个观察变量,建立了结构方程模型,并采用AMOS工具和上述数据库中11190个样本的数据进行了模型拟合。根据最终获得验证的修正模型进行路径分析,得出结论:学校领导重视教师专业发展的政策,可以产生显著的间接效应;校外教学技能培训是重要的中介变量,对教师教学技能主观评价结果有显著的直接效应、间接效应和总效应。提升校外教学技能培训的效果,是增进教师教学技能方面的主观评价或效能感的有效途径。

The study chose 6 observed variables from National Database for Teacher Education Policy at ECNU, such as School policy, Teacher Professional Development Goals, Teaching Skills Training Outside School, School-based Training, Peer Cooperation and Teaching Competence Self-Evaluation. The structural equation model was established and modified by AMOS tool and based on data of 11190 samples in the database. The findings of Path Analysis and model fitting showed that the policy emphasis on teachers＇ professional development can produce significant indirect effects. Teaching Skills Training Outside School is an important mediated variable, which has the significant direct effect, significant indirect effect and significant total effect on Teaching Competence Self-Evaluation. To improve the effect of Teaching Skills Training Outside School may be an effective way to improve Teaching Competence Self-Evalu- ation or teacher efficacy.