本研究旨在探討我國國民小學教師自我姐能及其相闋的研究，主要的目的有下列七項：

一、瞭解我國國小教師教學自我效能的情形。

二、探討國小教師教學自我夜能是否因個人屬性變項而有所差異。

三、探討國小教師教學自我效能是否因所屬學校特徵變項而有所差異。

四、探討國小教師自我概念及樂觀等心理變項與教學自我效能關係。

五、探討國小教師教學自我效能與空制意識的關係。

六、探討國小教師教學自我效能與動機信念的關係。

七、根據研究結果，提出具體建議，以供教學及行政上之參考。

本研究的實證分析，係以台灣地區之國民小學教師為研究對象，施測的有效樣本共計426 人(男= 192. 女= 234)。研究工具包括：「教學自我效能量表」( T ES )、「自我概念量表」、「生活導向量表」( L 0 T )、「學生控制意識量表」( P CI )、「問題解決風格量表」 ( PSSS) 與「個人基本資科調查表」等六種。調查所得的資料係以多變項變異數分析、單費項費異數分析、逐步迥歸分析、Scheffe'法事後比較、t 考驗、Pears。n 積差相關、典型相關分析及區別分析等方法，進行資料分析。

本研究結果如下

我國國小教師自我效能之現況

1 國小教師的總體教學自我效能，屬中、低程度，其對自我教學能力的肯定度為65 . 6% 。

2 .國小教師的六種教學自我效能之間有顯著差異。其中，以「抗衡家庭及社會影響」的效能(肯定度=55.0%) 和「抗衡家長管教負面影響」的效能(肯定度=52.7%) 最低。

二、國小教師個人屬性變項與教學自我效能的關係：

1 男女國小教師的教學自我效能無顯著差異。

2.不同年齡國小教師的教學自我效能有顯著差異。其中以年齡24歲以下的教師，總體教學自我效能較低，且在「盡心教學及善用方法」和「診斷學習及變通教法」等兩方面的效能也較低。

3 .已婚教師的總體教學自我效能以及「盡心教學及善用方法」和「抗衡傳播媒體影響」的效能，均高於未婚教師。

4. 不同學歷國小教師的教學自我效能無顯著差異。

5 .不同服務年資國小教師的教學自我效能有顯著差異。大體而言，服務4 年以下者，其總體教學自我效能較低，而在「盡心教學及善用方法」、「抗衡家長管教負面影響」和「抗衡學生參照人物影響」等三方面效能也較低。

6 .不同職務教師的教學自我效能有顯著差異。兼任行政教師的總體教學自我效能高於科任教師，其「盡心教學及善用方法」的效能高於級任教師，而在「診斷學習及變通教法」的效能上，也高於科任教師。

7. 不同任教階段國小教師的教學自我效能有顯著差異。高年級教師的總體教學自我效能及「盡心教學及善用方法」和「抗衡傳播媒體影響」等兩方面的效能，均高於中、低年級教師。

三、國小教師所屬學校特徵變項與教學自我效能的關係

1 .不同學校地區的國小教師，其教學自我效能有顯著差異。鄉村及縣轄市教師的教學自我效能高於直轄市教師，尤其在「抗衡傳播媒體影響」的效能上，表現得最為突出。

2 .不同學校規模的國小教師，其教學自我效能無顯著差異。

3 .不同班級大小的國小教師，其教學自我效能無顯著差異。

四、國小學教師自我概念及樂觀等心理變項與教學自我效能關係：

1 .國小教師自尊愈高，個人勝任感愈高、自我概念愈高、對正、負面事件看法愈樂觀，其教學自我效能愈高。

2 .對正、負面事件看法不同，其影響數學自我效能的作用也不同。尤其「否極泰來」此一變項，對「一般教學效能」的影響，顯得更為突出。

3 .四種心理特質中，除個人勝任感外，其餘均能預測遍體教學自我效能。其解釋力依次為自尊(7.77%) 、否極泰來( 1.68%)、知己所願(1.28%) .三者共可解釋10.73% 的變異量。

五、國小教師個人屬性、學校特徵、自尊、個人勝任感、如己所顧、否極泰來等變項對低、中、高教學自我效能的區別力：

1 .國小教師個人屬性、所屬學校特徵及心理特質等14 個變項中，除性別、學歷、學校規模及班級大小等變項未達顯著外，其餘10個變項對低、中、高教學自費效能具有區創作用。

2. 區別分析的結果顯示:預測正確率為54.28 %0 其中對高教學自我效能組的預測正確率較高( 69.20%) .其次是低教學自我效能組(65.50%) ，最後是中教學自我效能組(46.80%)。

六、國小教師教學自我效能與控制意識的關係：

1 .國小教師「一般教學效能」與控制意識呈顯著負相關；而「個人教學效能」與控制意識無顯著相關:

2. 國小教師總體教學效能愈高，愈採取人文取向的控制意識;反之，總體教學效能愈低，則愈採取監控取向的控制意識。

3. 六種敦學自我效能中，僅有「抗衡家長管教負面影響J 及「抗衡傳播媒體影響J 等兩種效能，能對控制意識作有效的預測，二者共可解釋國小教師控制意識10.03% 的變異量。其中，以「抗衡家長管教負面影響」的效能最具預測力，可解釋8.82%的變異量。

七、國小教師教學自我效能與動機信念的關係:

1 .在教學自我效能六個構面上，除「抗衡家長管教負面影響」的效能外，其餘五個構面皆與動機信念呈正相關。

2. 國小教師總體教學效能愈高，愈採取自主取向的動機信念;反之，總體教學效能愈低，則愈採取控制取向的動機信念。

3. 六種教學自我效能中，僅有「診斷學習及變通教法」及「抗衡學生參照人物影響」等兩種效能，能對動機信念作有效的預測，但二者的解釋力僅達5.91%

最後，依據研究結果，本研究提出增進教師自我效能之途徑，並對未來的研究方向提出建議。

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