國小一般智能資優教育教師人格特質與教學效能之相關研究

Abstract

本研究主要是瞭解國小一般智能資優教育教師人格特質與教學效能之相關，並進一步探究人格特質對教學效能的預測。研究對象為全國北、中、南、東四個區域的國小一般智能資優教育教師共162位，主要以人格特質量表及教學效能量表為研究工具。所蒐集之實徵資料以平均數、標準差、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關、典型相關、多元逐步迴歸等方式進行統計分析。茲將本研究的結果整理如下： 一、教師人格特質之現況 整體人格特質以及五個分向度，得分皆屬於中高程度，其中以「友善性」向度分數最高，其次依序為「嚴謹性」、「開放性」、「神經質」、「外向性」的人格特質。 二、教師教學效能之現況 整體教學效能以及六個分向度，得分皆屬於中高程度，其中以「工作態度和個人特質」向度的得分最高，「資優教育之相關知識」向度的得分相對較低。 三、不同背景變項之教師人格特質的差異情形 (一)人格特質之整體層面，僅在性別變項上有達顯著差異，其中男性教師的人格特質傾向較女性教師更加明顯。 (二)不同性別、年齡、服務年資之教師，在開放性向度上達顯著差異， 其中「男性」顯著高於「女性」；「20歲至30歲」與「31歲至 40歲」顯著高於「41歲至50歲」的教師；「5年以下」的教師 顯著高於「16至25年」的教師。 (三)不同教育背景的教師在人格特質整體及分向度上皆無顯著差異。 四、不同背景變項之教師教學效能的差異情形 (一)不同教育背景的教師，在「資優教育之相關知識｣向度達顯著 差異，其中「師範院校特教系畢業｣的教師顯著高於「師範院校 畢業｣的教師。 (二)不同性別、年齡、服務年資的教師，在教學效能之整體層面與各 分向度皆無顯著差異。 五、教師人格特質與教學效能之相關 人格特質與教學效能整體、各分向度皆具有高度的正相關。 六、教師人格特質對教學效能之預測 人格特質之「友善性｣、「開放性｣、「嚴謹性｣及「外向性｣這四個層面對教學效能具有預測力，其中以「友善性｣的人格特質對教學效能的解釋力最高。 綜合上述，研究者發現，國小一般智能教師的特質若傾向於樂於助人、正直、創意性、努力、嚴謹、樂觀、熱情等正向的特質，其教學效能的知覺層面就越高。最後研究者提出了相關建議，以提供教育機關、學校行政、資優教育教師及後續研究之參考。This study mainly aims at understanding the relation between personality traits of teachers of gifted in general elementary classes and teacher efficacy; and it further explores the predictions of personality traits on teacher efficacy. The study subjects are 162 teachers of gifted from North, Central, South, and East districts in the nation; the study tools are personal trait and teacher efficacy measuring scales. The collected data is calculated and analyzed in ways of average numbers, standard deviation, independent sample t test, one-way ANOVA, Pearson Product-Moment Correlation, canonical correlation, multiple stepwise regression, etc. The study findings are as follows: I.The current personality traits of teachers The scores are divided into five dimensions adding the overall personality traits. All of the scores are medium to high, among which the “agreeableness” dimension is the highest, and then “conscientiousness”, “openness”, “neuroticism”, “extraversion” in order. II.The current teacher efficacy The scores are divided into six dimensions adding the overall teacher efficacy. All of the scores are medium to high, among which the “working attitude and personality traits” dimension is the highest, and the “related knowledge of gifted” is relatively low. III.The differences of personality traits caused by teachers’ various backgrounds (1)Of the overall personality traits only the “gender” variable differs significantly: male teachers tend to demonstrate more personality traits than female teachers. (2)The openness scores varies significantly according to genders, ages, and seniorities: the males are obviously higher than females; “20-30s” as well as “30-40s” are significantly higher than “40-50s”; “less than 5 years” are largely higher than “16-25 years”. (3)No significant differences are shown according to education backgrounds. IV.The differences of teacher efficacy caused by teachers’ various backgrounds (1)Teachers from different backgrounds differ significantly in “related knowledge of gifted” dimension, among which teachers graduated from normal universities “majoring special education” are significantly higher than teachers graduated from normal universities teachers graduated from normal universities. (2)No significant differences are shown according to gender, age, and seniority. V.The relevance between personality traits and teacher efficacy Personality traits and teacher efficacy are highly and positively related both in dimensions and overalls. VI.Predictions on teacher efficacy based on teachers’ personality traits Of all personality traits “agreeableness”, “openness”, “conscientiousness”, “extraversion” are the more predictive dimensions, among which “agreeableness” shows highest indication to teacher efficacy. Combining the above, researchers find that the higher the tendencies of teachers of elementary gifted classes to be more helping, just, creative, hardworking, cautious, optimistic, passionate, the higher scores they get for teacher efficacy. Finally, researchers provide relative advices to be referred to by educational institutes, schools, teachers of gifted classes, and further studies.