本研究旨在瞭解新手教師在教學效能信念及教學承諾的現況，並分析新手與資深教師在此二方面的差異，以及探討教學效能信念與教學承諾的關係。研究方法主要採用問卷調查蒐集資料，並輔以訪談，做為問卷分析結果的討論。研究對象包括問卷調查及訪談對象，問卷共回收新手教師325份及資深教師475份，回收率分別為68.4%及67.8%，並採多變量變異數分析、典型相關分析及因素分析等方法進行分析。而訪談對象則是針對新手與資深教師各5名，進行半結構訪談。研究發現一些重要結論，首先，新手教師整體上具有良好的教學效能信念與教學承諾，惟仍較資深教師為低，有待提昇為更佳的優質教師。其次，公幼、大學幼教（保）系畢業、及兼任行政人員和主教的新手教師，具有較佳的教學承諾。第三，新手教師的教學效能信念與其教學承諾具有中度正相關，整體上具有四成多解釋量。

This study used questionnaires and interviews to gain an understanding of the efficacy of teaching and its relationship with teacher commitment, as perceived by novice and experienced teachers in central Taiwan. A total of 325 questionnaires were returned from novice teachers and 475 questionnaires from experienced teachers. MANOVA, canonical correlations, and factor analysis were used for data analysis. We derived a number of important conclusions. First, the beliefs of experienced teachers regarding the efficacy of teaching and one’s commitment to teaching is better than novice teachers are. Second, a number of differences related to teacher commitment were found among novice teachers with various attributes. Finally, the beliefs of novice teachers regarding the efficacy of teaching were positive correlated to their level of commitment to teaching, explaining 40% of the variation in teaching commitment. Furthermore, on the basis of the above conclusions, this study provides several suggestions concerning the development of novice teachers.

新手教師;教學效能信念;教學承諾;幼稚園教師

novice teacher; efficacy beliefs about teaching; teaching commitment; kindergarten teacher