探討澳門教師自我效能感及其因素影響之研究

Despite ongoing government investment in education reforms, Macau faces
challenges in effectiveness. Teachers crucially influence outcomes, yet empirical research
on their efficacy remains scarce compared to curriculum/student studies, potentially leading
to policies overlooking intrinsic teacher motivation.Purpose: Assess Macau K-12 teachers'
overall teaching efficacy level and its three dimensions; analyze influencing
personal/environmental factors; propose targeted local strategies for policy/training.Methods:
Using Tschannen-Moran's three-dimensional model (Instructional Strategies, Classroom
Management, Student Engagement) and the Chinese TSES, 151 Macau teachers were
surveyed; data analyzed.Results: Efficacy was medium-high overall but uneven across
dimensions. Instructional Strategies scored highest (high confidence in curriculum/teaching
methods). Classroom Management was robust (reflecting training/support). Student
Engagement scored lowest (challenges motivating/engaging students). Significant efficacy
differences existed based on age, seniority, class size, school type/size; no significant
differences by gender, education, position, or teaching level.Conclusions: Efficacy exhibited
a descending pattern: Learning Guidance > Cultivating Thinking > Behavior Management.
Confidence was high in academic guidance but weak regarding family issues/discipline,
highlighting needs in home-school collaboration and higher-order thinking. Breaking
bottlenecks requires capability transfer across dimensions.Professionalism > Identity:
Higher qualifications didn't statistically improve efficacy; practical experience appears more
crucial.Small-Class Efficacy Decline: Classes of 16-20 showed poorer strategy/efficacy
despite small-class policies, suggesting skill gaps or inadequate policy/resource
implementation.School Support Gap: Medium-sized schools had significantly lower Student
Engagement/efficacy than large (21+ classes) or small (≤6 classes) schools, facing
resource/administrative bottlenecks without micro-school flexibility or large-school resource
integration capabilities. Resource flexibility/support impacted efficacy. Recommendations:
Strengthen teacher professional development; optimize support systems; adjust small-class
policy resources to enhance efficacy, improve quality, and promote holistic student
development.

澳門政府持續投入資源推行多項教育改革政策，但成效仍面臨挑戰。教
師是教學的直接執行者和關鍵引導者，對教育成效具決定性影響。然而相較課
程與學生研究，澳門對教師效能感的實證探討尚顯不足。研究缺口可能導致相
關政策未能關注到教師的內在動力與信念支撐成效降低。目的：本研究旨在評
估澳門中小學教師教學效能感的整體水準及三維度特徵；分析影響效能感的個
人與環境因素；提出針對性的本土提升策略，為教育政策與教師培訓提供實證
依據。方法：基於 Tschannen-Moran 三維模型（教學策略、班級管理、學生參
與）理論，採用 TSES 中文版量表，對 151 名澳門中小學教師進行問卷調查，對
所得數據進行分析。結果：澳門教師在三個維度上的效能感整體處於中等偏上
水準，但各維度發展不均衡。教學策略維度得分最高，顯示教師在課程設計與
教學方法應用上具備較高自信；班級管理維度表現穩健，反映出教師接受過規
範性培訓並獲得學校支援；學生參與維度得分最低，表明教師在激發學生學習
動機及促進課堂參與方面存在挑戰。教師年齡、年資等個人因素及班級規模、
學校類型、規模等教學環境因素對教學效能感有顯著差異，而性別、學歷、職
務、任教階段等特徵差異不顯著。結論：澳門教師效能感呈現“學習引導＞思
維培養＞行為管理”的遞減特徵，普遍教師對成績輔導及學習引導有較高的自
信，但對於學生家庭及紀律管理等問題效能感較為簿弱，需重點補足家校協同
與高階思維培養能力，通過三維度能力遷移打破現有發展瓶頸。專業性優於身
份特徵：學歷提升並未直接轉化為教學效能的統計學提升教學效能的提升，可
能更依賴實務經驗，而非學術成就。小班教學效能感下降：澳門小班教學政策
未顯著提升效能感，16-20 人班級教學策略與教學效能上均表現較差，與普遍研
究小班教學研究結合不符，表面數據反映了澳門教師小班教學技能及互動策略
的不足。實際情況可能是澳門政策執行與學校資源配套不足。學校支援差異：
中規模學校的學生參與、教學效能顯著低於 21 班以上的大規模學校和 6 班以下
的小規模學校，反映資源與行政效率的瓶頸，面臨比小校需求多、比大校資源
少的困境，缺乏微型學校的彈性管理優勢、緊密師生關係。不及大型學校的資
源整合能力，如專職支援團隊、跨學科協作，資源的靈活性與學校支援是影響
教師教學策略效能感的因素。建議：基於研究結果，本研究提出強化教師專業
發展、優化教師支持體系、調整小班教學政策配套等建議，以提升澳門教師的
教學效能感，進而提高教育品質，促進學生全面發展。