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    Title: 國小教師對品德教育之認知與執行效能感研究
    Other Titles: A study on elementary school teachers' perceptions and self-efficacy of implementation for the character and moral education
    Authors: 林欣毅;Lin, Hsin-yi
    Contributors: 淡江大學教育政策與領導研究所碩士班
    吳明清;Wu, Ming-ching
    Keywords: 品德教育認知;執行效能感;Perceptions for the character and moral education;Self-efficacy of implementation
    Date: 2009
    Issue Date: 2010-01-11 00:22:36 (UTC+8)
    Abstract: 本研究旨在探討國民小學教師對品德教育之認知與執行效能感。首先瞭解臺北縣國民小學教師對品德教育之認知與執行效能感的情形;其次分別探討不同背景變項的教師在品德教育之認知與執行效能感上的差異情形;最後則探討教師在品德教育之認知與執行效能感上的關聯情形與預測情形。
    本研究以問卷調查為主,研究對象以分層隨機取樣抽取臺北縣40所公立國民小學教師共585人,其中有效樣本為445人,可用率為75 %。以「國小教師對品德教育之認知與執行效能感調查問卷」為研究工具,進行問卷調查研究。調查所得資料以SPSS for Window 10.0統計套裝軟體進行描述統計分析、獨立樣本平均數t檢定、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等統計分析。
    歸納調查結果之發現,本研究獲致以下結論:
    一、國小教師對品德教育的認知程度極高。
    二、國小教師對品德教育之認知因背景變項之不同而有差異。
    三、國小教師對品德教育之執行效能感居於中等程度。
    四、國小教師對品德教育之執行效能感因多項背景變項之不同而有差異。
    五、國小教師對品德教育的認知與執行效能感呈現顯著正相關。
    六、國小教師的品德教育認知對執行效能感有顯著預測力。
    根據研究發現與結論,本研究提出若干具體建議,以供學校、教師實施品德教育及後續相關研究之參考。
    The purposes of this study were to investigate elementary school teachers’ perceptions and self-efficacy of implementation for the character and moral education, including the status quo of and differences in teachers’ perceptions and self-efficacy of implementation due to their background variables, as well as the relationship between teachers’ perceptions and their self-efficacy of implementation.
    A questionnaire survey was used to collect empirical data. Subjects of the survey were 585 teachers from 40 elementary schools in Taipei County by stratified random sampling method. The data obtained by questionnaire survey was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation analysis and stepwise multiple regression analysis.
    Conclusions of this study were as follows:
    1.Elementary school teachers’ perceptions for the character and moral education in elementary schools were extremely well.
    2.Elementary school teachers’ self-efficacy of implementation for the character and moral education in elementary schools were averagely well.
    3.There were significant differences in the perceptions and self-efficacy of implementation among teachers with different background variables.
    4.There was significant positive correlation between the elementary school teachers’ perceptions and self-efficacy of implementation for the character and moral education.
    5.The elementary school teachers’ perceptions had the significant predictive power toward the self-efficacy of implementation for the character and moral education.
    Based on findings and conclusions, some suggestions were proposed for schools, teachers as well as further studies.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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