|Author's Email Address
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|Type of Document
||The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers|
|Date of Defense
||hierarchical linear modeling
collective teacher efficacy
||The purpose of the study was to investigate the relationship among collective |
teacher efficacy, teacher self-efficacy and teaching behaviors among elementary
school homeroom teachers in Taiwan. The study used sequential mixed methods.
A total of 758 valid questionnaires were collected. 12 elementary school homeroom teachers were selected as participants.The descriptive statistics, hierarchical linear modeling and constant comparative method were used to analyze data. The major findings were as follows:
1. Elementary school homeroom teachers believed themselves to have the
positive teacher self-efficacy and teaching behaviors and believed that
teachers as a whole have the positive collective teacher efficacy in
their respective schools.
2. Elementary school homeroom teachers’ number of years in teaching
could predict teaching behaviors significantly.
3. Elementary school homeroom teachers’ gender, school size and
school location could not predict teaching behaviors significantly.
4. Collective teacher efficacy couldt predict teaching behaviors significantly.
5. Collective teacher efficacy could predict teacher self-efficacy significantly.
6. Teacher self-efficacy could predict teaching behaviors significantly.
7. Teacher self-efficacy complete mediated the relationship between
collective teacher efficacy and teaching behaviors.
||Chin-tang Tu - chair|
Ching-Lin Shih - co-chair
Shu-Ching Yang - co-chair
Wen Cheng - co-chair
Hsueh-hua Chuang - advisor
Indicate in-campus at 5 year and off-campus access at 5 year.|
|Date of Submission