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Singapore Teachers' Personal and General Efficacy for Teaching Primary Social Studies

机译：新加坡教师在小学社会科学教学中的个人和一般效能

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摘要

The purpose of the study was to investigate the sense of Teacher Efficacy (TE) belief held by Singapore teachers for teaching primary social studies. Teacher Efficacy, which comprises Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE), was measured. A group of 116 primary school teachers attending a social studies in-service course completed an adapted 23-item Science Teacher Efficacy Belief Instrument (STEBI-B) for the sense of efficacy and five items on demographics of sex, school type, age, years of teaching and social studies level taught. Results showed that there was a moderately high degree of PTE and GTE social studies Singapore teachers. There were no significant differences in the PTE among variables in sex, school type, age, years of teaching and social studies level taught. However, there was a significant difference between the GTE mean scores for the teachers of different years of teaching experience. A social studies efficacy profile was constructed for the Singapore social studies teachers in the study.
机译：这项研究的目的是调查新加坡教师在教授初级社会研究中持有的教师效能感。测量了包括个人教学效能感（PTE）和普通教学效能感（GTE）在内的教师效能感。由116名小学教师组成的小组参加了社会研究在职课程，他们完成了23项经过改编的科学教师效能信念工具（STEBI-B），以提高效能感，并从性别，学校类型，年龄，年龄等五个方面教学和社会研究水平的教学。结果显示，新加坡教师对PTE和GTE社会研究的学习程度较高。在性别，学校类型，年龄，教学年限和所学习的社会研究水平之间的变量之间，PTE没有显着差异。但是，不同年级教学经验的教师的GTE平均得分之间存在显着差异。为研究中的新加坡社会研究教师建立了社会研究效能概况。

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