AE  >> Vol. 4 No. 3B (May 2014)

    Using Learning Motivation and Self-Efficacy to Explore Secondary Teachers’ Intention of Continuing Education

  • 全文下载: PDF(384KB) HTML    PP.42-47   DOI: 10.12677/AE.2014.43B008  
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学习动机自我效能课程内容知识教材教法知识进修意愿Learning Motivation Self-Efficacy Content Knowledge Continuing Education



Due to the low birth rate, the numbers of students attend schools are reduced and result to require teachers to develop secondary expertise to accommodate the needs of job rotation. Whereas, most teachers had been disciplined in a particular teaching domain during pre-service education and taught for a period that would cause them with different attitude towards secondary expertise development programs (SEDP) which include for 36 units in 4 semesters of two years. This study then explored the predictors of achievement motivation and teaching self-efficacy to perceived values of content knowledge (CK) and pedagogical content knowledge (PCK) of SEDP reflect to continuance intention to attend SEDP. Data of 246 were subjected to confirmatory factor analysis and structure equation modeling. The results of this study indicated that the participants’ achievement motivation was positively correlated to CK and PCK; their teaching self-efficacy were also positively associated with both perceived values. Moreover, the higher levels of both perceived values of CK and PCK, the higher level of continuance intention to attend SEDP. The implications of this study suggested that school management could use incentives to promote those teachers’ achievement motivation. The SEDP designers could design more suitable and useful courses for those teachers to increase their continuance intention to SEDP. 

李金龙. 从学习动机与教师自我效能探讨中等学校教师进修创意教学的意愿[J]. 教育进展, 2014, 4(3): 42-47.


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