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研究生：	張芳瑜 Fang-Yu Chang
論文名稱：	大專校院英語教師自我效能探究：探討其與預測因子和教學行為之間的因果關係 A Study on College EFL Teachers' Self-Efficacy: Its Causal Relationship with Antecedents and Teaching Behaviors
指導教授：	曾文鐽 Tseng, Wen-Ta
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2010
畢業學年度：	98
語文別：	英文
論文頁數：	112
中文關鍵詞：	預測因子、教師自我效能、動機策略、教學行為
英文關鍵詞：	antecedents, teachers' self-efficacy, motivational strategies, teaching behaviors
論文種類：	學術論文
相關次數：	點閱：197 下載：16
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研究者指出，教師對於自我教學效能的評估會影響他們的教學行為、教學活動及學生的學習成就。然而，影響教師自我教學效能評估之因果關係的實證研究仍相當缺乏，因此本研究旨在探究兩大因果關係：一為影響大專英語教師自我效能評估的預測因子和教師自我效能評估之間的關係；二為大專英語教師自我效能評估與在課堂上使用動機教學策略之間的關係。
本研究在研究方法上採用量化問卷調查法，內容主要包含了三份問卷，分別為受試者的背景資料及預測因子調查、教師自我教學效能評估量表及教師動機策略使用量表，研究對象為112位大專院校英語教師。問卷的量化分析方法包括描述統計和多元回歸分析，以證實預測因子、教師自我效能評估和教師動機策略使用之間的因果關係。
研究結果顯示，教師在教學策略方面擁有較高的自我效能，在教學行為上則較常使用策略於引發學生初始學習動機，以及維持和確保學生學習動機。此外，研究也發現預測因子可預測教師的自我效能評估，而教師自我效能評估也可成功預測教師動機策略之使用。
總結而言，此研究希望能了解預測因子和教師自我效能評估之間的因果關係，以及教師自我效能評估和教師動機策略使用之間的因果關係。藉此，希望能幫助英語教師提升自我效能及增進動機教學策略之運用。

Researchers have suggested that teachers’ perception of their self-efficacy would likely affect their teaching behaviors, pedagogical actions, and students’ learning achievement (Ross, 1992; Tschannen-Moran et al., 1998; Chacón, 2005; Eslami &Fatahi, 2008). However, studies which have empirically documented cause and effect of teachers’ perceived self-efficacy are scarce. Therefore, the aim of this study attempts to explore the causal relationship between antecedents and college English teachers’ perceived self-efficacy and between college English teachers’ perceived self-efficacy and their use of motivational strategies in language classrooms.
This research employed a quantitative method—a questionnaire survey. The survey comprised of three sets of questionnaires including demographic information and antecedents of teachers’ self-efficacy, teachers’ self-efficacy scale, and teachers’ motivational strategy measure. A total of 112 teachers teaching English in college or university around Taiwan were involved in this study. The quantitative analysis of the questionnaires was conducted through descriptive statistics and multiple regression analysis in order to indicate the direction and the causal relationship between antecedents and teachers’ self-efficacy and between teachers’ self-efficacy and teachers’ use of motivational strategies.
The findings revealed that teachers perceived themselves to have higher efficacy for instructional strategies and to use strategies to generate students’ initial motivation and to maintain and protect students’ motivation more frequently. Moreover, antecedents were found to significantly predict teachers’ self-efficacy, and teachers’ perceived self-efficacy successfully made a prediction of teachers’ motivational teaching behaviors.
To conclude, this study may be of importance in understanding the causal relationship between antecedents and teachers’ self-efficacy and between antecedents and teachers’ motivational teaching behaviors. It is hoped that with these understandings in mind, teachers can take action to enhance their self-efficacy and improve their use of motivational strategies.

ABSTRACT (Chinese)........................................i
ABSTRACT (English)........................................ii
ACKNOWLEDGEMENTS..........................................iv
TABLE OF CONTENTS........................................vi
LIST OF TABLES............................................x
LIST OF FIGURES..........................................xii
CHAPTER ONE INTRODUCTION...................................1
1.1 Background and Motivation..............................1
1.2 Purpose of the Study and Research Questions............3
1.3 Significance of the Study..............................3
1.4 Organization of the Thesis.............................4
CHAPTER TWO LITERATURE REVIEW..............................5
2.1 Theory and Measurements of Teachers’ Self-Efficacy....5
   2.1.1 A First Conceptual Strand: Rotter’s Social Learning Theory............................................5
     2.1.1.1 Teacher Efficacy Theory.......................5
     2.1.1.2 Teacher Efficacy Measurement..................6
   2.1.2 A Second Conceptual Strand: Bandura’s Social Cognitive Theory...........................................7
     2.1.2.1 Self-Efficacy Beliefs and Outcome Expectancies...............................................7
   2.1.3 Rotter’s Teacher Efficacy & Bandura’s Self-Efficacy...................................................9
   2.1.4 Gibson and Dembo’s Teacher Efficacy Scale (TES).....................................................11
   2.1.5 Bandura’s Teacher Self-Efficacy Scale...........13
   2.1.6 Integrated Model of Teacher Efficacy.............14
   2.1.7 The Ohio State Teacher Efficacy Scale (OSTES)....16
   2.1.8 The Teachers’ Efficacy Beliefs System—Self (TEBS-Self).....................................................18
2.2 Research in Antecedents and Consequences of Teacher Self-Efficacy Beliefs.....................................22
   2.2.1 Antecedents of Teacher Self-Efficacy Beliefs.....22
     2.2.1.1 Bandura’s Four Sources of Teacher Self-Efficacy Beliefs .........................................23
     2.2.1.2 Contextual Factors Related to School.........25
     2.2.1.3 Demographic Variables........................28
     2.2.1.4 EFL Teachers’ Language Proficiency..........29
   2.2.2 Consequences of Teacher Self-Efficacy Beliefs....30
2.3 The Hypothesized Causal Model in the Present Study....34
CHAPTER THREE METHODOLOGY.................................35
3.1 Research Design.......................................35
3.2 Participants..........................................36
3.3 Instruments...........................................37
   3.3.1 Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy...............................38
     3.3.1.1 The Pilot Study..............................38
     3.3.1.2 The Formal Study.............................40
   3.3.2 Measure of Teachers’ Self-Efficacy and Language Proficiency...............................................42
     3.3.2.1 Measure of Teachers’ Self-Efficacy..........42
     3.3.2.2 Measure of EFL Teachers’ Language Proficiency...............................................44
   3.3.3 Measure of Teachers’ Motivational Teaching Behaviors.................................................45
     3.3.3.1 Item Construction............................45
     3.3.3.2 Item Distribution............................46
3.4 Procedures for Data Collection........................48
3.5 Procedures for Data Analysis..........................49
CHAPTER FOUR RESULTS......................................51
4.1 Analyses of Reliability...............................52
4.2 Analyses of Validity..................................52
4.3 EFL Teachers’ Perceived Self-Efficacy................56
4.4 EFL Teachers’ Motivational Teaching Behaviors........57
4.5 Effects of Antecedents on Teachers’ Self-Efficacy....58
4.6 Effects of College EFL Teachers’ Language Proficiency on Teachers’ Perceived Self-Efficacy.....................61
4.7 Effects of Teachers’ Self-Efficacy on Teachers’ Motivational Teaching Behaviors...........................62
4.8 Summary of the Chapter Four...........................65
CHAPTER FIVE DISCUSSION...................................68
5.1 Teachers’ Self-Efficacy and Motivational Teaching Behaviors.................................................68
5.2 Effects of Antecedents on Teachers’ Self-Efficacy....70
5.3 Effects of College EFL Teachers’ Language Proficiency on Teachers’ Self-Efficacy...............................73
5.4 Effects of Teachers’ Self-Efficacy on Teachers’ Motivational Teaching Behaviors...........................74
5.5 Summary of Chapter Five...............................77
CHAPTER SIX CONCLUSION ...................................79
6.1 Summary of the Major Findings.........................79
6.2 Implications..........................................80
   6.2.1 Theoretical Implications.........................80
   6.2.2 Pedagogical Implications.........................81
6.3 Limitations of the Study and Suggestions for Future Research..................................................82
REFERENCES................................................83
APPENDIX A---The Item Pool of the Measure of EFL Teachers’ Self-Efficacy and Teachers' Language Proficiency..........91
APPENDIX B---The Item Pool of the Measure of EFL Teachers’ Motivational Teaching Behavior............................92
APPENDIX C---Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy (Pilot Study).....94
APPENDIX D---Measure of Teachers’ Self-Efficacy (Pilot Study)....................................................96
APPENDIX E--- Measure of Teachers’ Language Proficiency (Pilot Study).............................................97
APPENDIX F---Measure of Teachers’ Motivational Teaching Behaviors (Pilot Study)...................................98
APPENDIX G---Chinese Version of Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy (Formal Study)...................................................100
APPENDIX H---Chinese Version of the Measure of Teachers’ Self-Efficacy (Formal Study).............................102
APPENDIX I---Chinese Version of the Measure of Teachers’ Language Proficiency (Formal Study)......................103
APPENDIX J---Chinese Version of the Measure of Teachers’ Motivational Teaching Behaviors (Formal Study)...........104
APPENDIX K---English Version of Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy (Formal Study)...................................................106
APPENDIX L---English Version of the Measure of Teachers’ Self-Efficacy (Formal Study).............................108
APPENDIX M---English Version of the Measure of Teachers’ Language Proficiency (Formal Study)......................110
APPENDIX N---English Version of the Measure of Teachers’ Motivational Teaching Behaviors (Formal Study)...........111
                                

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