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1	實習教師效能感與工作壓力之相關研究 / A Study on the Teachers' Sense of Efficacy and the Job Stress for the Intern Teachers 黃光雄, Huang,Kuang-Hsiung Unknown Date (has links) 本研究旨在探討國中小實習教師的教師效能感及工作壓力現況，並針對不同背景實習教師分別比較兩者之差異，同時瞭解其間之相關情形，最後研究不同背景變項與教師效能感對工作壓力的預測功能，俾供教育主管機關及實習教師參考。本研究採問卷調查法，透過文獻探討，蒐集有關實習教師、教師效能感與工作壓力方面的資料，研究工具為自編的「實習教師效能感與工作感受問卷」，其中包括有個人背景資料、教師效能感量表、工作壓力量表及開放性問題等四部分。本研究叢集抽取國中30所、國小60所之桃園縣實習教師500位為樣本，回收有效卷共計414份，回收率82.8%。問卷所得資料以SPSS統計軟體處理，採次數、百分比、平均數、標準差、積差相關、單因子多變量變異數及逐步多元迴歸等統計分析，以回答待答問題。本研究主要結論如下：一、實習教師感受整體教師效能感屬中上程度，其中又以「一般教學效能」層面較高二、實習教師感受工作壓力屬中等程度，以「工作負荷與生涯角色」層面感受較高三、不同性別實習教師有不同教師效能感受四、除性別外，不同背景實習教師效能感無顯著差異五、除實習學校外，不同背景實習教師感受工作壓力無顯著差異存在六、實習教師效能感之「個人教學效能」與工作壓力之「管教問題與人際溝通」呈現顯著負相關；「一般教學效能」與工作壓力之「工作負荷與生涯角色」及「管教問題與人際溝通」皆呈現顯著負相關七、實習教師效能感對工作壓力具有效負向預測功能八、對實習過程而言；近五成實習教師感受快樂或非常快樂，近四成感受有壓力或壓力很大九、實習教師工作壓力來源，以教師甄試及對未來不確定性、與輔導老師溝通不良、實習工作繁雜、津貼過低等居多十、實習教師提出心中的感受及建議，值得重視最後，本研究根據發現及結論，分別就教育主管單位、師資培育機構、實習輔導學校、實習教師及未來研究提出具體相關建議。 / The purposes of this study were to investigate the status of the intern teachers’ sense of efficacy and the job stress, to compare the differences of sense of efficacy and job stress due to different backgrounds, and to examine the correlation between their sense of efficacy and job stress. In conclusion, researched job stress predict function in different background and teachers’ sense of efficacy, I hope to provide references for the educational administration authorities and intern teachers. This study adopts the methods of literature review and questionnaire, aided with literature explore to collect information on intern teachers, teachers’ sense of efficacy, and job stress. The research instrument used was a self-designed survey named “Questionnaire on Intern Teachers about Teachers’ Sense of Efficacy and Job Sense”. The questionnaire consists of four parts: personal background information, teachers’ sense of efficacy, job stress, and opening questions. Study samples were 500 intern teachers from 30 elementary schools and 60 junior high schools in Taoyan County. There were 414 valid surveys received, accounting for 82.8% of the total surveys distributed. Information obtained was statistically with factor analysis, mean, standard deviation, one-way MANOVA, Pearson product-moment correlation test, and multiple stepwise regression analysis of the statistically relation software SPSS. The conclusions obtained from this study are summarized as follows: 1. Inter teachers reached a high middle level of sense of efficacy. The highest level due to general teaching efficacy. 2. Intern teachers’ job stress achieved the middle level. The ”workload and career role” level is the main pressure. 3. Gender differences showed the differences on teachers’ sense of efficacy. 4. No significant correlation on different variables on teachers’ sense of efficacy, but gender backgrounds. 5. No significant correlation on different variables on the job stress, but intern mentor school backgrounds. 6. There is a significant negative correlation between the sense of efficacy dimension of personal teaching efficacy and the job stress dimension of teaching problem and personal relationship. There is the other significant negative correlation between the “general teaching efficacy” aspect of teachers’ sense of efficacy and the “workload and career role” and “teaching problem and personal relationship”. 7. Teachers’ sense of efficacy have the negative predict function on job stress. 8. In the process of Intern teachers’ practice learning, nearly 50% of the intern teachers feel happy or very happiest, and nearly 40% have pressure and the most. 9. The main causes of the job stress on the intern teachers are job interviews and recruitment, uncertainty of one’s future, poor communication with one’s supervisor, complexity of work practice, extremely low allowance, etc. 10. The intern teachers’ feelings about the internship and suggestions are worth paying attention. Finally, based on the research findings and conclusions, here comes some suggestions for our educational administration authorities, teacher-education institutes, intern mentor schools, intern teachers and future studies. 實習教師教師效能感工作壓力 Intern Teacher Teacher' Sense of Efficacy Job Stress
2	The relationship between the 2004 Ohio State University Agricultural Education student teachers' learning style, teacher heart, and teacher sense of efficacy Swan, Benjamin Grant 17 May 2005 (has links) No description available. Education, Agricultural Teacher Heart Teacher Motivation Teacher Sense of Efficacy Learning Styles Career Intent Student Teaching Agricultural Education
3	An Examination of the Relationship between Teachers’ Sense of Efficacy and School Culture McLeod, Ryan Patrick 24 September 2012 (has links) No description available. Education Educational Leadership Educational Psychology Educational Sociology Education Philosophy Education Policy Middle School Education school culture teacher efficacy teacher sense of efficacy culture efficacy teachers' sense of efficacy
4	Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers Kim, Yoon Jung 22 December 2016 (has links) No description available. Adult Education Education Educational Psychology English As A Second Language Language Social Research Teaching teacher sense of efficacy English-mediated course mixed-methods approach language proficiency cultural competence English Korean second language education EFL context bilingual native speaker nonnative speaker empathy
5	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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