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期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(2)六月刊（本期專題：臺灣師資培育制度的變革與再提升）
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（專題）初任教師工作困擾、教學效能與專業表現之研究 作者:國立東華大學教育與潛能開發學系羅寶鳳、國立東華大學教育與潛能開發學系陳麒

卷期：65卷第2期
日期：2020年6月
頁碼：37-71
DOI：10.6209/JORIES.202006_65(2).0002

摘要：
       本研究旨在瞭解我國初任教師在工作困擾、教學效能與專業表現的狀況，並分析在不同教學階段及任教區域的初任教師之差異。本研究使用教育部「師資培育長期追蹤資料庫整合型調查計畫」之「104學年度初任教師調查」，該資料庫對我國104 學年度初任教師進行普查，回收樣本共3,271筆，其中有效樣本為1,621筆。本研究根據研究結果進行分析與討論，獲致以下結論：一、初任教師在教學上所面對的挑戰，以學生程度差異大及如何促進學生學習為主；二、不同教育階段與任教區域的初任教師在工作困擾、教學效能與專業表現上存在差異；三、初任教師的工作困擾與教學效能可以預測其專業表現。

關鍵詞：工作困擾、初任教師、專業表現、教學效能

《詳全文》 檔名

參考文獻：
  1. 丁一顧（2003）。美、英、紐、日初任教師導入方案及其對我國之啟示。課程與教學季刊，6（3），87-103。doi:10.6384/CIQ.200307.0087 【Ting, Y.-K. (2003). The beginning teacher induction program and its implications. Curriculum & Instruction Quarterly, 6(3), 87-103. doi:10.6384/CIQ. 200307.0087】
  2. 吳政原、吳福源（2005）。國小初任教師第一年評鑑指標之建構。花蓮教育大學學報（教育類），21，119-154。doi:10.7073/JNHUEA.200512.0119 【Wu, C.-Y., & Wu, F.-Y. (2005). The construction of evaluation indicators for first year beginning teachers in elementary schools. Journal of National Hualien University of Education, 21, 119-154. doi:10.7073/JNHUEA. 200512.0119】
  3. 李建彥、張德勝（2003a）。國民小學初任教師工作輔導需求量表編制報告。測驗學刊，50（1），111-142。doi:10.7108/PT.200306.0111 【Li, J.-I., & Chang, T.-S. (2003a). The development of career guidance needs scale for novice elementary teachers. Psychological Testing, 50(1), 111-142. doi:10.7108/PT.200306.0111】
  4. 李建彥、張德勝（2003b）。國民小學初任教師工作輔導需求之研究。花蓮師院學報（教育類），17，1-29。 【Li, J.-I., & Chang, T.-S. (2003b). The needs of career guidance for novice elementary teachers. Journal of National Hualien Teachers College, 17, 1-29.】
  5. 邱懷萱、李麗日（2012）。教師工作壓力與自我效能感之相關研究─以苗栗縣國民小學教師為例。區域與社會發展研究，3，193-244。doi:10.6972/TJRSDR.201212.0193 【Chiu, H.-H., & Lee, L.-J. (2012). A study on job stress and perceived self-efficacy of the teachers in public elementary schools in Miaoli County. Regional and Social Development Research, 3, 193-244. doi:10.6972/TJRSDR.201212.0193】
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中文APA引文格式羅寶鳳、陳麒（2020）。初任教師工作困擾、教學效能與專業表現之研究。教育科學研究期刊，65（2），37-71。doi:10.6209/JORIES.202006_65(2).0002
APA FormatLo, P.-F., & Chen, Q. (2020). Beginning Teachers’ Job Problems, Teaching Effectiveness, and Professional Performance. Journal of Research in Education Sciences, 65(2), 37-71. doi:10.6209/JORIES.202006_65(2).0002

Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(2)】June (Special Issue: The Innovation and Enhancement of Teacher Professional Development in Taiwan)
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(Special Issue) Beginning Teachers’ Job Problems, Teaching Effectiveness, and Professional Performance Author: Pao-Feng Lo (Department of Education and Human Potentials Development, National Dong Hwa University), Qi Chen (Department of Education and Human Potentials Development, National Dong Hwa University)

Vol.&No.：Vol. 65, No.2
Date：June 2020
Pages：37-71
DOI：10.6209/JORIES.202006_65(2).0002

Abstract：
      This study explored the current job-related problems faced by beginning teachers, their teaching effectiveness, and professional performance in Taiwan. Additionally, it analyzes the difference between teachers at different teaching stages and in different teaching areas. This study used the Ministry of Education’s database of 104 school year beginning teacher survey. The sample population included 1,621 Taiwanese beginning teachers. The major results present the following: First, the main challenges faced by beginning teachers in teaching are the differentiation of student levels and how to facilitate student learning. Second, beginning teachers in different education stages and teaching areas show significant differences in terms of job problems, teaching effectiveness, and professional performance. Third, the job problems and teaching effectiveness of beginning teachers can predict their professional performance.

Keywords：job problems, beginning teachers, professional performance, teaching effectiveness