CAJ | 학술논문

运用层面理论方法，在参照已有研究的基础上，对10名中学教师进行了开放式访谈，结合已有研究和访谈结果，设计了映射语句，根据层面元素组合，设计项目，编制了教学效能感量表。对200名中学教师进行初测收回有效问卷162份，运用SSA分析技术，对项目质量做了分析，对部分项目进行了删减，并修改了映射语句，再对530名中学教师进行正式施测，收回有效问卷505份，运用SSA和验证性因素分析技术对量表的构想效度进行了检验，发现量表的信、效度较高，量表符合心理测量学的要求，并证明教学效能感结构为二层面雷达图结构。
운용층면이론방법，재삼조이유연구적기출상，대10명중학교사진행료개방식방담，결합이유연구화방담결과，설계료영사어구，근거층면원소조합，설계항목，편제료교학효능감량표。대200명중학교사진행초측수회유효문권162빈，운용SSA분석기술，대항목질량주료분석，대부분항목진행료산감，병수개료영사어구，재대530명중학교사진행정식시측，수회유효문권505빈，운용SSA화험증성인소분석기술대량표적구상효도진행료검험，발현량표적신、효도교고，량표부합심리측량학적요구，병증명교학효능감결구위이층면뢰체도결구。
Facet theory was developed by Louis Guttman as a systematic approach for coordinating theory and research by means of formal a priori definitions of the domain of the study and of the variables that comprise the domain. And it serves as the basis for building a unified conceptual framework for the research. The main purpose of this study is to develop a new measurement instrument called Teaching Efficacy Scale （TES） applying the facet theory approach. Based on the findings of earlier studies and the results of the interviews with10 middle school teachers, a two-facet mapping sentence for the teaching efficacy concept was designed. Based on the structures of the two facets, 40 items for measuring the teaching efficacy were developed and a primary teaching efficacy scale （TES） was constructed. Based upon the responses from 162 middle school teachers to the scale and using a combination of traditional reliability analysis and smallest space analysis （SSA） , nine ambiguously located items in the SSA maps were removed and a formal 21-item teaching efficacy scale emerged. Using a formal TES and the mapping sentence, hypotheses regarding the relations between the definitional framework and empirical observations were tested through SSA and the confirmatory factor analysis of the data collected from a sample of 530 middle school teachers. The results demonstrate strong support for the definitional system and show a clear radax structure of teaching efficacy. The 2-dimension configurations of Facet A （designated as tasks） and Facet B （designated as cognation resources） and the 2-dimensional combination configuration of Facet A and Facet B had very small coefficients of alienation （〈 . 14）, suggesting that the configurations were very reliable. The region index of the configurations of Facet A, Facet B and the combination configuration of Facet A and Facet B are very large （〉 . 9 ）, suggesting that the facet definitions were strongly supported and the theoretical constructions were empirically confirmed. The items designed by the facet theory approach empirically distinguish the distinct character-based components of teaching efficacy. Facet A could be partitioned further according to the modality （ knowledge transfer, organization and management of classroom and behavior and moral education of student） and Facet B could be partitioned further according to polarizing （ the quality ability, student feedback, positive experience and emotionality）. The combined 2-dimensional configuration of Facet A and Facet B turned out to be a radex presentation. By using the definitional mapping sentence of facet Theory and SSA, the multidimensional theory and structural proposal were formed, which was further tested by confirmatory factory analysis （CFA）. The indices thus obtained indicated a good fit between the data and the hypothesized factor structure. All parameter estimates were acceptable. We draw three conclusions. 1 ）The Teaching Efficacy Scale can be defined from two facets. Facet A （tasks） consisted of three elements corresponding to three factors and Facet B （cognitive sources） consisted of four elements corresponding to four factors. 2） The newly developed TES with two facets has high reliability and validity, which can be used as an evident instrument to measure teaching efficacy. 3 ） The teachers of secondary schools are mainly concerned with students＇ knowledge. When evaluating the teaching effects on their own, the teachers of secondary schools tend to manifest multiple perspectives drawing on similar cognitive resources.