教师自我效能感的影响因素及启示——基于TALIS 2018上海样本的多水平分析  

Influencing Factors of Teachers’Self-Efficacy and the Enlightenment——An HLM Analysis Based on TALIS 2018 Data in Shanghai

作　　者：安奕 李莉 韦小满 An Yi;Li Li;Wei Xiaoman

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《教育测量与评价》2021年第10期19-26,共8页Educational Measurement and Evaluation

摘　　要：基于TALIS 2018的数据,利用多水平分析法探究上海市教师自我效能感的影响因素。研究发现:上海市不同学校教师的自我效能感存在显著差异,但差异原因主要来自教师个人;教师的教龄、教学实践、专业发展、师生关系融洽度、社会价值取向、工作满意度及团队创新因素对教师的自我效能感有显著的正向预测作用,课堂纪律风气混乱度对教师的自我效能感有显著的负向预测作用,个人价值取向对教师自我效能感的预测作用不显著;学校位置与学校类型对教师的自我效能感有显著影响,私立学校教师的自我效能感高于公立学校教师,城市学校教师的自我效能感高于乡村学校教师。为提升教师的自我效能感,建议立足特定文化情境,探索教育政策的制定和完善;重视教师教育发展,营造良好的教师工作环境和工作氛围;加强政府调控,削弱学校因素对教师自我效能感的消极影响。Based on the data of TALIS 2018,this study uses the hierarchical linear modelling to investigate the influencing factors of teachers’self-efficacy in Shanghai.The results show that:there are significant differences in the self-efficacy of teachers in different schools in Shanghai,however the main reason is from individual teacher;years of teaching,instructional practices,effective professional development,teacher-student relationships,social utility motivation to teach,job satisfaction,and team innovation have significant positive prediction effects on teachers’self-efficacy.However,teachers’perceived disciplinary atmosphere has a significant negative prediction effects on teachers’self-efficacy,and there is no significant effect on teachers’self-efficacy of personal utility motivation;school location and school type are significant predictors of teachers’self-efficacy.The self-efficacy of private school teachers is higher than that of public school teachers,and that of urban school teachers is higher than that of rural school teachers.In order to enhance teachers’self-efficacy,it is recommended to explore the formulation and improvement of education policies based on specific cultural contexts,attach importance to the development of teacher education,create a good working atmosphere for teachers,strengthen government regulation and weaken the negative influence of school factors on teachers’self-efficacy.

关 键 词：TALIS 2018 教师自我效能感 多水平分析 

分 类 号：G451[文化科学—教育学]