教育学部生の教師効力感に関する研究

―尺度の作成と教育実習にともなう変化―

抄録

  The purposes of the present study were to develop a teacher efficacy scale for students majoring in education, to examine the reliability and validity of the scale, and using the scale, to examine the effect of teaching practice on teacher efficacy. 130 students（121 undergraduates and 9 postgraduates）participated in the first group, 92（all undergraduates）in the second.

  Three factors were obtained by factor analysis of the teacher efficacy scale："classroom management efficacy", "instruction efficacy" and "student understanding efficacy". Examined for reliability and validity, the teacher efficacy scale was found to score high for both. Using the scale, it was found that all of the post-test ratings on the three scales were significantly higher than the pre-test ratings. These results showed that the teaching practice experience enhanced the teacher efficacy of students majoring in education.