澳門教師自我效能感、集體效能感與融合教育態度之相關研究 =: A STUDY ON THE CORRELATION BETWEEN TEACHERS’ SELF-EFFICACY, COLLECTIVE EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION IN MACAO

澳門教師自我效能感、集體效能感與融合教育態度之相關研究 =: A STUDY ON THE CORRELATION BETWEEN TEACHERS’ SELF-EFFICACY, COLLECTIVE EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION IN MACAO

University of Saint Joseph

Macau

2024

257

chi

澳門教師自我效能感、集體效能感與融合教育態度之相關研究 =

Library Catalog (Koha)

M-ED 2024 LEI,MAN

In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macau, June, 2020本研究旨在瞭解澳門教師自我效能感、集體效能感與融合教育態度之情況。首先探討不同背景變項的澳門教師在自我效能感、集體效能感與融合教育態度上的差異情形；其次，分析澳門教師自我效能感、集體效能感、融合教育態度之間的關係；最後，探討澳門教師自我效能感、集體效能感對融合教育態度的預測力。 本研究以297位澳門教師為研究對象來進行問卷調查，經施以「教師自我效能感量表」、「教師集體效能感量表」及「融合教育態度量表」，利用SPSS 28.0進行統計分析，所得資料分別以單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、單因子等級變異數分析、皮爾遜積差相關分析、逐步多元線性迴歸分析等統計方法，進行資料處理分析。本研究獲致以下的研究結果： 一、澳門教師自我效能感現況有較佳的表現；集體效能感現況有良好的表現；融合教育態度現況有良好的表現。 二、教師之年齡、最高學歷、專業背景、教學年資、主要任教教育階段、主要擔任的單一職務、任教校部規模、融合教育課程進修在自我效能感上有顯著差異；性別、學校類別、有否參與過教青局舉辦之融合教育或特殊教育相關講座工作坊、與特殊需求或疑似有特殊需求的學生之教導或接觸經驗、主要任教班級類型在自我效能感上並無顯著差異。 三、教師之最高學歷、教學年資、主要任教教育階段、主要擔任的單一職務、任教校部規模、融合教育課程進修在集體效能感上有顯著差異；性別、年齡、專業背景、學校類別、有否參與過教青局舉辦之融合教育或特殊教育相關講座工作坊、與特殊需求或疑似有特殊需求的學生之教導或接觸經驗、主要任教班級類型在集體效能感上並無顯著差異。 四、教師之性別、年齡、專業背景、教學年資、主要任教教育階段、主要擔任的單一職務、任教校部規模、融合教育課程進修、主要任教班級類型在融合教育態度上有顯著差異；最高學歷、學校類別、有否參與過教青局舉辦之融合教育或特殊教育相關講座工作坊、與特殊需求或疑似有特殊需求的學生之教導或接觸經驗在融合教育態度上並無顯著差異。 五、教師自我效能感與集體效能感呈顯著正相關，表示教師自我效能感越高，其教師集體效能感也越高；教師自我效能感與融合教育態度呈顯著正相關，表示教師自我效能感越高，其融合教育態度也越高；教師集體效能感與融合教育態度呈顯著正相關，表示教師集體效能感越高，其融合教育態度也越高。 六、教師自我效能感、教師集體效能感對融合教育態度的「認知層面」有顯著預測力，其中以「環境轉化」及「教學脈絡」最具預測力；對融合教育態度的「情感層面」有顯著預測力，其中以「教學脈絡」及「環境轉化」最具預測力；對融合教育態度的「行為層面」有顯著預測力，其中以「環境轉化」及「教學創新」最具預測力；對融合教育態度的「整體融合教育態度」有顯著預測力，其中以「環境轉化」、「教學脈絡」及「教學創新」最具預測力。 最後，研究者根據研究結果與討論提出相關之建議，以供政府教育相關部門、學校行政、前線教師及後續研究人員作參考。 The purpose of this study is to understand the self-efficacy, collective efficacy and attitudes towards inclusive education among teachers in Macao. Firstly, to explore the differences in self-efficacy, collective efficacy and attitudes towards inclusive education among Macao teachers of different backgrounds; secondly, to analyze the relationship between self-efficacy, collective efficacy and attitudes towards inclusive education among Macao teachers; and finally, to explore the predictive power of self-efficacy and collective efficacy on attitudes towards inclusive education among Macao teachers. In this study, a questionnaire survey was conducted among 297 teachers in Macao. The Teacher Self-efficacy Scale, Teacher Collective Efficacy Scale and the Inclusive Education Attitude Scale were administered and statistically analyzed using SPSS 28.0. The data obtained were processed and analyzed using the following statistical methods: single-sample t-test, independent-sample t-test, one-way analysis of variance (ANOVA), one-way hierarchical analysis of variance (HAV), Pearson’s correlation analysis, and stepwise multiple linear analysis. This study resulted in the following findings: 1. Macao teachers showed better performance in self-efficacy status; good performance in collective efficacy status; and good performance in attitudes towards inclusive education status. 2. Teachers’ age, highest educational background, professional background, teaching years, main teaching education stage, main single position, teaching school department size, and inclusive education curriculum training had significant differences in self-efficacy; Gender, type of school, participation in inclusive education or special education related seminars and workshops organized by DSEDJ, teaching or contact experience with students with special needs or suspected special needs, and type of main teaching class had no significant differences in self-efficacy. 3. Teachers’ highest educational background, teaching years, main teaching education stage, main single position, teaching school department size, and inclusive education curriculum training had significant differences in collective efficacy; Gender, age, professional background, type of school, participation in inclusive education or special education related seminars and workshops organized by DSEDJ, teaching or contact experience with students with special needs or suspected special needs, and type of main teaching class had no significant differences in collective efficacy. 4. Teachers’ gender, age, professional background, teaching years, main teaching education stage, main single position, teaching school department size, inclusive education curriculum training and type of main teaching class had significant differences in attitudes towards inclusive education; Highest educational background, type of school, participation in inclusive education or special education related seminars and workshops organized by DSEDJ, teaching or contact experience with students with special needs or suspected special needs had no significant differences in attitudes towards inclusive education. 5. There is a significant positive correlation between teachers’ self-efficacy and collective efficacy, indicating that the higher the teachers’ self-efficacy, the higher the teachers’ collective efficacy. There is a significant positive correlation between teachers’ self-efficacy and attitudes towards inclusive education, indicating that the higher the teachers’ self-efficacy, the higher their attitudes towards inclusive education. There is a significant positive correlation between teachers’ collective efficacy and attitudes towards inclusive education, indicating that the higher the teachers’ collective efficacy, the higher their attitudes towards inclusive education. 6. Teachers’ self-efficacy and teachers’ collective efficacy have predicative power on the “cognitive level” of inclusive education attitudes, among which “environment transformation” and “teaching context” have the most predictive power. The “emotional level” of inclusive education attitudes, among which “teaching context” and “environment transformation” have the most predictive power. The “behavioral level” of inclusive education attitudes, among which “environment transformation” and “teaching innovation” have the most predictive power. The “holistic attitudes towards inclusive education” of inclusive education attitudes, among which “environment transformation”, “teaching context” and “teaching innovation” have the most predictive power. Finally, based on the research results and discussions, the researcher put forward relevant suggestions for the reference of government education departments, school administrations, frontline teachers and subsequent researchersSupervisor : Tong Chi Man

• Master Dissertations
  • School of Education
    • Education