A study on the relationships between work value and teaching efficacy of online after-class tutors

[[abstract]]本研究旨在探討網路課輔教師工作價值觀與教學效能之關係。本研究之研究目的有四：（一）瞭解網路課輔教師工作價值觀與教學效能的情形。（二）分析不同背景之網路課輔教師在工作價值觀與教學效能差異的情形。（三）探討網路課輔教師工作價值觀與教學效能之相關情形。（四）探究網路課輔教師工作價值觀對教學效能之預測情形。本研究之研究工具為參考國內外相關文件所編製之結構式問卷，問卷內容包含基本背景資料、工作價值觀量表與教學效能量表。研究對象為參加教育部「數位學伴線上課業輔導服務計畫」四所擔任區輔導中心大學之網路課輔教師，取樣共373人，有效回收率為79.1％。所得問卷資料以SPSS12.0軟體進行百分比、平均值、標準差、t檢定、單因子變異數分析、Pearson積差相關以及多元迴歸分析等統計分析。 本研究主要之結論如下： 一、網路課輔教師對工作價值觀具備中上程度，尤其是在「人際關係與自我肯定」構面。 二、網路課輔教師對教學效能具備中上程度，尤其是在「和諧師生關係」構面。 三、影響網路課輔教師在工作價值觀的個人背景因素為性別與服務期程。 四、影響網路課輔教師在教學效能的個人背景因素為性別、服務期程與所屬區輔導中心。 五、網路課輔教師的工作價值觀對教學效能具有正相關，以「人際關係與自我肯定」最具預測力。 根據以上結論，本研究建議網路課輔計畫團隊定期舉辦交流活動、實施獎勵機制、加強專業訓練、穩定師資來源；建議網路課輔教師應積極爭取榮耀、參與培訓課程、主動掌握課輔學童學習情況、落實經驗傳承；建議後續研究可納入其他變項之探討、擴大研究樣本、運用質化的方式做更深入的探究。[[abstract]]This research aims at evaluating the relationships between work value and teaching efficacy of online after-class tutors. The main purposes of this research are as follows： (1) to understand the current situation of online after-class tutors’ work values and teaching efficacy. (2) to analyze the mean differences of online after-class tutors’ work values and teaching efficacy between different personal backgrounds. (3) to examine the relationship between online after-class tutors’ work values and teaching efficacy. (4) to explore the predictive ability of online after-class tutors’ work values on their teaching efficacy. Base on the suggestions of research literatures, a structural questionnaire contains personal information, work value questionnaire and teaching efficacy questionnaire served as research tool in this study. A total of 373 online after-class tutors who join The Project of Online Tutoring for After School’s Learning served as subjects of this research, and the response rate reached 79.1％.The collected data were processed by SPSS 12.0 with descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation and regression analysis method. The results revealed are as follows： 1. The degree of the work value was above-average to the after-class tutors, especially the dimension of “interpersonal relationship and Self-affirmation”. 2. The degree of the teaching efficacy was above-average to the after-class tutors, especially the dimension of “harmonious relationship between the teachers and students”. 3. The factors that influence the work value of the after-class tutors are the gender and the length of serving term. 4. The factors that influence the teaching efficacy of the after-class tutors are the gender, the length of serving term and the regional center they work for. 5. The correlation between the work value and the teaching efficacy was positive, and “interpersonal relationship and Self-affirmation” has the most significant predicting ability. The findings can be served as the references. The suggestions for the project team are holding communicating activities, executing reward system, strengthening professional training and stabilizing the source of the after-class tutors. The suggestions for the after-class tutors are actively pursuing honor, participating in relevant training courses, contacting with the homeroom teacher of the student actively and share experiences. The suggestions for future research are discussing other variables, expanding research samples, and to including a qualitative perspective in the follow-up study.[[note]]碩