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ABSTRACT

DESPITE ONGOING GOVERNMENT INVESTMENT IN EDUCATION REFORMS, MACAU FACES CHALLENGES IN EFFECTIVENESS. TEACHERS CRUCIALLY INFLUENCE OUTCOMES, YET EMPIRICAL RESEARCH ON THEIR EFFICACY REMAINS SCARCE COMPARED TO CURRICULUM/STUDENT STUDIES, POTENTIALLY LEADING TO POLICIES OVERLOOKING INTRINSIC TEACHER MOTIVATION.PURPOSE: ASSESS MACAU K-12 TEACHERS' OVERALL TEACHING EFFICACY LEVEL AND ITS THREE DIMENSIONS; ANALYZE INFLUENCING PERSONAL/ENVIRONMENTAL FACTORS; PROPOSE TARGETED LOCAL STRATEGIES FOR POLICY/TRAINING.METHODS: USING TSCHANNEN-MORAN'S THREE-DIMENSIONAL MODEL (INSTRUCTIONAL STRATEGIES, CLASSROOM MANAGEMENT, STUDENT ENGAGEMENT) AND THE CHINESE TSES, 151 MACAU TEACHERS WERE SURVEYED; DATA ANALYZED.RESULTS: EFFICACY WAS MEDIUM-HIGH OVERALL BUT UNEVEN ACROSS DIMENSIONS. INSTRUCTIONAL STRATEGIES SCORED HIGHEST (HIGH CONFIDENCE IN CURRICULUM/TEACHING METHODS). CLASSROOM MANAGEMENT WAS ROBUST (REFLECTING TRAINING/SUPPORT). STUDENT ENGAGEMENT SCORED LOWEST (CHALLENGES MOTIVATING/ENGAGING STUDENTS). SIGNIFICANT EFFICACY DIFFERENCES EXISTED BASED ON AGE, SENIORITY, CLASS SIZE, SCHOOL TYPE/SIZE; NO SIGNIFICANT DIFFERENCES BY GENDER, EDUCATION, POSITION, OR TEACHING LEVEL.CONCLUSIONS: EFFICACY EXHIBITED A DESCENDING PATTERN: LEARNING GUIDANCE > CULTIVATING THINKING > BEHAVIOR MANAGEMENT. CONFIDENCE WAS HIGH IN ACADEMIC GUIDANCE BUT WEAK REGARDING FAMILY ISSUES/DISCIPLINE, HIGHLIGHTING NEEDS IN HOME-SCHOOL COLLABORATION AND HIGHER-ORDER THINKING. BREAKING BOTTLENECKS REQUIRES CAPABILITY TRANSFER ACROSS DIMENSIONS.PROFESSIONALISM > IDENTITY: HIGHER QUALIFICATIONS DIDN'T STATISTICALLY IMPROVE EFFICACY; PRACTICAL EXPERIENCE APPEARS MORE CRUCIAL.SMALL-CLASS EFFICACY DECLINE: CLASSES OF 16-20 SHOWED POORER STRATEGY/EFFICACY DESPITE SMALL-CLASS POLICIES, SUGGESTING SKILL GAPS OR INADEQUATE POLICY/RESOURCE IMPLEMENTATION.SCHOOL SUPPORT GAP: MEDIUM-SIZED SCHOOLS HAD SIGNIFICANTLY LOWER STUDENT ENGAGEMENT/EFFICACY THAN LARGE (21+ CLASSES) OR SMALL (≤6 CLASSES) SCHOOLS, FACING RESOURCE/ADMINISTRATIVE BOTTLENECKS WITHOUT MICRO-SCHOOL FLEXIBILITY OR LARGE-SCHOOL RESOURCE INTEGRATION CAPABILITIES. RESOURCE FLEXIBILITY/SUPPORT IMPACTED EFFICACY. RECOMMENDATIONS: STRENGTHEN TEACHER PROFESSIONAL DEVELOPMENT; OPTIMIZE SUPPORT SYSTEMS; ADJUST SMALL-CLASS POLICY RESOURCES TO ENHANCE EFFICACY, IMPROVE QUALITY, AND PROMOTE HOLISTIC STUDENT DEVELOPMENT. 澳門政府持續投入資源推行多項教育改革政策，但成效仍面臨挑戰。教 師是教學的直接執行者和關鍵引導者，對教育成效具決定性影響。然而相較課 程與學生研究，澳門對教師效能感的實證探討尚顯不足。研究缺口可能導致相 關政策未能關注到教師的內在動力與信念支撐成效降低。目的：本研究旨在評 估澳門中小學教師教學效能感的整體水準及三維度特徵；分析影響效能感的個 人與環境因素；提出針對性的本土提升策略，為教育政策與教師培訓提供實證 依據。方法：基於 TSCHANNEN-MORAN 三維模型（教學策略、班級管理、學生參 與）理論，採用 TSES 中文版量表，對 151 名澳門中小學教師進行問卷調查，對 所得數據進行分析。結果：澳門教師在三個維度上的效能感整體處於中等偏上 水準，但各維度發展不均衡。教學策略維度得分最高，顯示教師在課程設計與 教學方法應用上具備較高自信；班級管理維度表現穩健，反映出教師接受過規 範性培訓並獲得學校支援；學生參與維度得分最低，表明教師在激發學生學習 動機及促進課堂參與方面存在挑戰。教師年齡、年資等個人因素及班級規模、 學校類型、規模等教學環境因素對教學效能感有顯著差異，而性別、學歷、職 務、任教階段等特徵差異不顯著。結論：澳門教師效能感呈現“學習引導＞思 維培養＞行為管理”的遞減特徵，普遍教師對成績輔導及學習引導有較高的自 信，但對於學生家庭及紀律管理等問題效能感較為簿弱，需重點補足家校協同 與高階思維培養能力，通過三維度能力遷移打破現有發展瓶頸。專業性優於身 份特徵：學歷提升並未直接轉化為教學效能的統計學提升教學效能的提升，可 能更依賴實務經驗，而非學術成就。小班教學效能感下降：澳門小班教學政策 未顯著提升效能感，16-20 人班級教學策略與教學效能上均表現較差，與普遍研 究小班教學研究結合不符，表面數據反映了澳門教師小班教學技能及互動策略 的不足。實際情況可能是澳門政策執行與學校資源配套不足。學校支援差異： 中規模學校的學生參與、教學效能顯著低於 21 班以上的大規模學校和 6 班以下 的小規模學校，反映資源與行政效率的瓶頸，面臨比小校需求多、比大校資源 少的困境，缺乏微型學校的彈性管理優勢、緊密師生關係。不及大型學校的資 源整合能力，如專職支援團隊、跨學科協作，資源的靈活性與學校支援是影響 教師教學策略效能感的因素。建議：基於研究結果，本研究提出強化教師專業 發展、優化教師支持體系、調整小班教學政策配套等建議，以提升澳門教師的 教學效能感，進而提高教育品質，促進學生全面發展。