國中英語文教師實施十二年國教課綱之自我效能感縱貫性研究

This study used a mixed-methods approach to examine and trace junior high school English Language teachers' self-efficacy development and identify the key elements that effectuate the change in teaching the new curriculum throughout the three years of secondary education. The preliminary analysis of the data collected during the first year (August 2019-July 2020) of this longitudinal study shows that the participants had a relatively high self-efficacy in providing quality instruction, engaging students in learning activities and managing students in the classrooms. The findings also reveal different extents of self-efficacy in the participants’ teaching to the nine core competencies stated the Curriculum Guidelines for English Language in Twelve-Year Basic Education. Key elements that affected the participants' self-efficacy include teacher knowledge, teaching experience, curriculum requirement, and students' maturity. However, these findings should be interpreted with caution given that they are only based on the data collected during the first year of this longitudinal study, with the participants' students being the 7th graders. Data to be collected during the second and third year will provide a more complete and comprehensive scenery of the participant's self-efficacy and its development.