摘要
本研究以香港中小学在职教师为被试,就Tschannen-Moran和Hoy(2001)编制的简化版教师效能感量表进行中文版的修订。探索性因子分析和验证性因子分析结果表明:与原量表的三维度结构不同的是,中文版教师效能感量表仅包含两个维度,即教师在课堂管理上的效能感以及教师在学与教上的效能感;修订后的量表具有较好的信度和效度,可作为测量中小学教师自我效能感的有效工具;最后,研究者对修订后的量表由原量表的三维度结构变为两维度的原因和本研究存在的局限性进行了讨论。
Tschannen-Moran and Hoy＇s （2001） Short-form Teacher Efficacy Scale （TSE） was translated into Chinese and examined based on a sample of 609 in-service primary and secondary school teachers. Exploratory and confirmatory factor analyses found that in contrast to the factor structure of the original TSE scale, the Chinese version of TSE consists of two factors： efficacy for classroom management and efficacy for learning and teaching. The Chinese ver- sion of TSE showed good reliability and validity and it is evident that it can serve as a reliable and effective tool for weighing primary and secondary teachers＇ self-efficacy. The cause of the differences in factor numbers, the limita- tions of the study and suggestions for future studies were discussed.
出处
《心理技术与应用》
2017年第11期672-679,共8页
Psychology(Techniques and Applications)
基金
香港教育局特殊教育分部基金项目(EDB(SES2/3-5/1/6(4)))
关键词
教师自我效能
探索性因子分析
验证性因子分析
teachers＇ self-efficacy
exploratory factor analysis
confirmatory factor analysis
