教师效能感与接受度对缅甸基础教育课程改革成效的影响研究
发布时间：2021-06-25 02:45
研究在调查缅甸小学教师对基础教育课程改革实施的效能感与接受度的基础上,探讨两者之间的关系及其对课程改革成效的影响。研究采用混合研究方法:定量研究采用分层随机抽样的方法,从8个乡镇中选取800名小学教师作为代表样本;定性研究对象数量为8人。定量研究通过问卷调查法,采用李克特五点量表将定量数据整理为三个维度。第一个维度是教师效能感,由两个自变量组成。第二个维度是由五个因素（自变量）组成的教师接受度,最后一个维度是课程改革的感知结果（因变量）。采用半结构化访谈的方式,进行定性案例研究,并对测量项目进行信度和效度检验。为了确保研究的可靠性,首先进行了试点测验,并使用Cronbach’s alpha进行统计。通过内容效度和结构效度对量表的效度进行评价。内容效度用于确定工具中项目的信息、内容范围、相关性和难度。在结构效度检验中,通过主成分分析和varimax进行探索性因素分析（EFA）。此外,验证性因素分析（CFA）也被用来指定数据中所需的因素数量,以确定哪一个测量变量（项目）与哪一个潜在变量（因素）相关。如果这些项目无效,则在分析结构方程模型的最终数据时将其删除。采用社会科学统计软件（SPSS）...
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：209 页
【学位级别】：博士
【文章目录】：
APPROVAL PAGE
摘要
Abstract
CHAPTER 1: INTRODUCTION
1.1 Background of the Study
1.1.1 Historical Background of Myanmar Basic Education
1.1.2 Myanmar Basic Education Reform for the Twenty First Century
1.2 Statement of the Problem
1.3 Theoretical and Conceptual Framework
1.3.1 Theoretical Framework
1.3.2 Conceptual Framework
1.4 Objectives of the Research
1.5 Research Questions and Hypotheses
1.6 Definition of Key Terms
1.7 Significance of the Study
1.8 Organization of the Study
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Comprehensive Review of Curriculum
2.1.1 Conceptual Meanings of Curriculum
2.1.2 Apporaches to Curriculum Change
2.1.3 Curriculum Models in the Implementation Stage
2.1.4 The Relationship between Curriculum and Instruction
2.2 Social Cognitive Learning Theory
2.2.1 The Concept of Self-efficacy and Teacher Efficacy
2.2.2 Measurement of Teacher Efficacy
2.3 Teacher Receptivity Theory in the Implementage Stage of Change
2.3.1 Measurement of Teacher Receptivity and Perceived Outcomes of Curriculum Reform
2.4 The Role of Teacher Efficacy and Receptivity in Implementing the Curriculum Reform
CHAPTER 3: METHODOLOGY
3.1 Research Design
3.1.1 Quantitative Approach
3.1.2 Qualitative Approach
3.2 Research Instruments
3.2.1 Questionnaires
3.2.2 Interviews
3.2.3 Operationalization of Variables in the Study
3.2.4 Instrument Reliability and Validity
3.3 Subjects and Sampling Method
3.4 Data Analysis
3.5 Research Procedure
3.6 Ethical Considerations
CHAPTER 4: INSTRUMENT VALIDATION
4.1 Confirmatory Factor Analysis of Teacher Efficacy
4.2 Exploratory Factor Analysis of Teacher Receptivity
4.3 Confirmatory Factor Analysis of Teacher Receptivity
4.4 Confirmatory Factor Analysis of Perceived Outcomes of Curriculum Reform
4.5 Supplementary Reliability and Validity of the Instrument
CHAPTER 5: RESULTS OF THE STUDY
5.1 Quantitative Results
5.1.1 Descriptive Statistics for Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform
5.1.2 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teacher Qualifications
5.1.3 Findings the Differences of Teacher Efficacy,Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of School Location
5.1.4 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teaching Experiences
5.1.5 Structural Equation Modeling
5.2 Qualitative Results
5.2.1 Challenges of Primary Teachers in Implementing the New Curriculum
5.2.2 Thematic Map of Challenges of Primary Teachers in Implementing the New Curriculum
CHAPTER 6: DISCUSSION AND CONCLUSION
6.1 Discussion of Findings from the Quantitative Analysis
6.1.1 Discussion of Research Question 1
6.1.2 Discussion of Research Question 2
6.1.3 Discussion of Research Question 3
6.1.4 Discussion of Research Question 4
6.2 Discussion of Findings from the Qualitative Analysis
6.2.1 Discussion of Research Question 5
6.3 Limitations of the Study
6.4 Implication for Future Research
References
Appendix A: Permission Letter to Collect the Data
Appendix B: Requesting Inter to Examine the Instrument
Appendix C: List of Teacher Educators who Examined the Instrument
Appendix D: Original Instrument in Collecting the Data (English Version)
Appendix E: Original Instrument in Collecting the Data after Content Validity (MyanmarVersion)
Appendix F: Requesting Letter for Instrument Validation by Back to Back Translation
Appendix G: Back to Back Translators
Appendix H: Instrument by Back to Back Translation
Appendix I: Final Data Analysis Instrument after Confirmatory FactorAnalysis (English Version)
Appendix J: Final Data Analysis Instrument after Confirmatory Factor Analysis (MyanmarVersion)
Appendix K: Model Comparison of Confirmatory Factor Analysis for Teacher Efficacy
Appendix L: Model Comparison of Confirmatory Factor Analysis for Teacher Receptivity
Appendix M: Outline of Semi-structured Interview
Appendix N: Sample Interview Transcript of the Interviewee D
Acknowledgements
本文编号：3248332
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：209 页
【学位级别】：博士
【文章目录】：
APPROVAL PAGE
摘要
Abstract
CHAPTER 1: INTRODUCTION
1.1 Background of the Study
1.1.1 Historical Background of Myanmar Basic Education
1.1.2 Myanmar Basic Education Reform for the Twenty First Century
1.2 Statement of the Problem
1.3 Theoretical and Conceptual Framework
1.3.1 Theoretical Framework
1.3.2 Conceptual Framework
1.4 Objectives of the Research
1.5 Research Questions and Hypotheses
1.6 Definition of Key Terms
1.7 Significance of the Study
1.8 Organization of the Study
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Comprehensive Review of Curriculum
2.1.1 Conceptual Meanings of Curriculum
2.1.2 Apporaches to Curriculum Change
2.1.3 Curriculum Models in the Implementation Stage
2.1.4 The Relationship between Curriculum and Instruction
2.2 Social Cognitive Learning Theory
2.2.1 The Concept of Self-efficacy and Teacher Efficacy
2.2.2 Measurement of Teacher Efficacy
2.3 Teacher Receptivity Theory in the Implementage Stage of Change
2.3.1 Measurement of Teacher Receptivity and Perceived Outcomes of Curriculum Reform
2.4 The Role of Teacher Efficacy and Receptivity in Implementing the Curriculum Reform
CHAPTER 3: METHODOLOGY
3.1 Research Design
3.1.1 Quantitative Approach
3.1.2 Qualitative Approach
3.2 Research Instruments
3.2.1 Questionnaires
3.2.2 Interviews
3.2.3 Operationalization of Variables in the Study
3.2.4 Instrument Reliability and Validity
3.3 Subjects and Sampling Method
3.4 Data Analysis
3.5 Research Procedure
3.6 Ethical Considerations
CHAPTER 4: INSTRUMENT VALIDATION
4.1 Confirmatory Factor Analysis of Teacher Efficacy
4.2 Exploratory Factor Analysis of Teacher Receptivity
4.3 Confirmatory Factor Analysis of Teacher Receptivity
4.4 Confirmatory Factor Analysis of Perceived Outcomes of Curriculum Reform
4.5 Supplementary Reliability and Validity of the Instrument
CHAPTER 5: RESULTS OF THE STUDY
5.1 Quantitative Results
5.1.1 Descriptive Statistics for Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform
5.1.2 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teacher Qualifications
5.1.3 Findings the Differences of Teacher Efficacy,Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of School Location
5.1.4 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teaching Experiences
5.1.5 Structural Equation Modeling
5.2 Qualitative Results
5.2.1 Challenges of Primary Teachers in Implementing the New Curriculum
5.2.2 Thematic Map of Challenges of Primary Teachers in Implementing the New Curriculum
CHAPTER 6: DISCUSSION AND CONCLUSION
6.1 Discussion of Findings from the Quantitative Analysis
6.1.1 Discussion of Research Question 1
6.1.2 Discussion of Research Question 2
6.1.3 Discussion of Research Question 3
6.1.4 Discussion of Research Question 4
6.2 Discussion of Findings from the Qualitative Analysis
6.2.1 Discussion of Research Question 5
6.3 Limitations of the Study
6.4 Implication for Future Research
References
Appendix A: Permission Letter to Collect the Data
Appendix B: Requesting Inter to Examine the Instrument
Appendix C: List of Teacher Educators who Examined the Instrument
Appendix D: Original Instrument in Collecting the Data (English Version)
Appendix E: Original Instrument in Collecting the Data after Content Validity (MyanmarVersion)
Appendix F: Requesting Letter for Instrument Validation by Back to Back Translation
Appendix G: Back to Back Translators
Appendix H: Instrument by Back to Back Translation
Appendix I: Final Data Analysis Instrument after Confirmatory FactorAnalysis (English Version)
Appendix J: Final Data Analysis Instrument after Confirmatory Factor Analysis (MyanmarVersion)
Appendix K: Model Comparison of Confirmatory Factor Analysis for Teacher Efficacy
Appendix L: Model Comparison of Confirmatory Factor Analysis for Teacher Receptivity
Appendix M: Outline of Semi-structured Interview
Appendix N: Sample Interview Transcript of the Interviewee D
Acknowledgements
本文编号：3248332
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