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A nationwide study of United States primary teachers' sense of efficacy, teaching philosophy and beliefs about control in the classroom.

機譯：一項針對美國小學(xué)教師的效能感，教學(xué)理念和課堂控制觀念的全國性研究。

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摘要

The purpose of this study was to examine the effects of primary teachers' personal, professional and contextual background characteristics on their classroom management styles and other teacher characteristics such as teaching beliefs and sense of efficacy. The participants were selected from the membership list of the National Association of Education for Young Children (NAEYC). Quantitative data were collected from 297 U.S. primary grade teachers through mail survey. The survey included Teacher Beliefs Scale (TBS), Pupil Control Ideology Form (PCI), and Teacher Self-Efficacy Scale (TSES) instruments in addition to a demographic instrument. Results of data analysis revealed that teachers' personal, professional, and contextual background characteristics were not related to their classroom management styles. However, teachers' teaching beliefs and efficacy levels were highly related to their classroom control beliefs and their scores on the teacher beliefs and efficacy instruments were strong predictors of their classroom management style. Results also indicated that teachers' teaching beliefs were influenced by their experience as teachers, their educational level, and school settings. Furthermore, their efficacy levels were found to be influenced by the type of training they received, size of their school, and the percentage of minority students in their schools. Discussion of the findings, implications of the study and recommendations for further research were presented.
機譯：這項研究的目的是檢驗小學(xué)教師的個人，專業(yè)和背景背景特征對他們的課堂管理風(fēng)格和其他教師特征（如教學(xué)信念和效能感）的影響。參加者選自全國幼兒教育協(xié)會（NAEYC）的成員名單。通過郵件調(diào)查從297名美國小學(xué)教師中收集了定量數(shù)據(jù)。除了人口統(tǒng)計學(xué)工具外，該調(diào)查還包括教師信念量表（TBS），學(xué)生控制意識形態(tài)表（PCI）和教師自我效能感量表（TSES）。數(shù)據(jù)分析結(jié)果表明，教師的個人，專業(yè)和背景背景特征與他們的課堂管理風(fēng)格無關(guān)。然而，教師的教學(xué)信念和效能水平與他們的課堂控制信念高度相關(guān)，他們在教師信念和效能手段上的得分是他們課堂管理風(fēng)格的有力預(yù)測指標(biāo)。結(jié)果還表明，教師的教學(xué)觀念受教師經(jīng)驗，學(xué)歷和學(xué)校環(huán)境的影響。此外，發(fā)現(xiàn)他們的效能水平受他們所接受的培訓(xùn)類型，學(xué)校規(guī)模以及在校少數(shù)民族學(xué)生百分比的影響。討論了研究結(jié)果，研究意義以及對進(jìn)一步研究的建議。

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  • 作者

    Kacmaz, Tarkan.;

  • 作者單位

    Indiana University.;

  • 授予單位 Indiana University.;
  • 學(xué)科 Education Curriculum and Instruction.
  • 學(xué)位 Ed.D.
  • 年度 2003
  • 頁碼 132 p.
  • 總頁數(shù) 132
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關(guān)鍵詞

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