EXPLORING CURRENT SITUATION AND CHALLENGES OF THE ANNUAL TRAINING PROFESSIONAL DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN MACAO

ABSTRACT

TEACHER EFFICACY AND RESILIENCE ARE CRITICAL FACTORS INFLUENCING EDUCATIONAL QUALITY AND STUDENT DEVELOPMENT. TEACHER EFFICACY REFERS TO TEACHERS' BELIEFS IN THEIR CAPABILITY TO MANAGE CLASSROOMS, IMPLEMENT INSTRUCTIONAL STRATEGIES, AND ENGAGE STUDENTS EFFECTIVELY. RESILIENCE, ON THE OTHER HAND, DENOTES TEACHERS' ABILITY TO ADAPT AND RESPOND POSITIVELY TO STRESS AND CHALLENGES. THIS STUDY AIMS TO EXAMINE THE CURRENT STATUS OF TEACHER EFFICACY AND RESILIENCE AMONG NON-TERTIARY EDUCATION TEACHERS IN MACAO AND TO EXPLORE THEIR DIFFERENCES AND INTERRELATIONS ACROSS VARIOUS DEMOGRAPHIC VARIABLES. THE TARGET POPULATION COMPRISED NON-TERTIARY TEACHING STAFF IN THE 2024/2025 ACADEMIC YEAR. A QUESTIONNAIRE SURVEY WAS CONDUCTED USING THE TEACHERS' SENSE OF EFFICACY SCALE （TSES） AND THE CONNOR-DAVIDSON RESILIENCE SCALE （CD-RISC）, VIA THE TENCENT QUESTIONNAIRE PLATFORM, WITH 125 VALID RESPONSES COLLECTED FROM MACAO NON-TERTIARY TEACHERS. DATA ANALYSIS INCLUDED DESCRIPTIVE STATISTICS, INDEPENDENT SAMPLE T-TESTS, AND ONE-WAY ANOVA TO ASSESS DIFFERENCES IN TEACHER EFFICACY AND RESILIENCE ACROSS DEMOGRAPHIC GROUPS. STRUCTURAL EQUATION MODELING WAS EMPLOYED TO TEST THE PREDICTIVE EFFECT OF RESILIENCE ON TEACHER EFFICACY. IN TOTAL, ELEVEN DEMOGRAPHIC VARIABLES WERE COLLECTED, INCLUDING GENDER, AGE, MARITAL STATUS, HIGHEST EDUCATIONAL QUALIFICATION, TEACHER TRAINING BACKGROUND, YEARS OF SERVICE (INCLUDING THE CURRENT ACADEMIC YEAR), SCHOOL TYPE, SCHOOL SIZE, MAIN TEACHING LEVEL, PRIMARY JOB ROLE, AND RELIGIOUS BELIEF. GIVEN THE FOCUS AND SCOPE OF THE STUDY, AND WITH REFERENCE TO COMMONLY EXPLORED VARIABLES IN RELATED LITERATURE, GENDER, AGE, AND YEARS OF SERVICE (INCLUDING THE CURRENT ACADEMIC YEAR) WERE SELECTED FOR DETAILED ANALYSIS TO EXAMINE DIFFERENCES IN TEACHER EFFICACY AND RESILIENCE. OTHER DEMOGRAPHIC VARIABLES WERE ALSO SUBJECTED TO PRELIMINARY STATISTICAL EXAMINATION; HOWEVER, THE RESULTS DID NOT SHOW SIGNIFICANT DIFFERENCES. FINDINGS REVEALED A SIGNIFICANT POSITIVE CORRELATION BETWEEN RESILIENCE AND TEACHER EFFICACY, WITH RESILIENCE SHOWN TO BE A SIGNIFICANT PREDICTOR. WHILE MOST BACKGROUND VARIABLES SHOWED NO SIGNIFICANT IMPACT, AGE WAS FOUND TO SIGNIFICANTLY AFFECT TEACHER EFFICACY. THIS STUDY PROVIDES EMPIRICAL EVIDENCE ON THE CONNECTION BETWEEN TEACHER EFFICACY AND RESILIENCE IN MACAO'S EDUCATIONAL CONTEXT, OFFERING INSIGHTS FOR THE DEVELOPMENT OF TEACHER SUPPORT SYSTEMS AND PROFESSIONAL GROWTH STRATEGIES. 教師效能感與抗逆力對教育品質與學生發展具有關鍵影響。前者反映教師對自身教學能力的信念，影響其教學策略、班級經營與學生互動；後者則指教師面對壓力與挑戰時的適應與調節能力。本研究旨在探討澳門非高等教育教師的教師 效能感與抗逆力之現況，並分析不同背景變項下兩者之差異與關聯。 本研究以2024/2025學年非高等教育教學人員作研究對象，採用問卷調查法， 分別運用「教師效能感量表」（TSES）與「抗逆力量表」（CD-RISC）在「騰訊問 卷」平台進行線上問卷調查，對125名澳門非高等教育教師進行測量。數據分析方面，除採用描述性統計外，亦運用獨立樣本T 檢驗與單因子變異數分析，探討 背景變項在教師效能感與抗逆力上的差異；並透過結構方程模型進一步檢驗抗逆力對教師效能感的預測作用。 本研究共蒐集十一項背景變項，包括性別、年齡、婚姻狀況、最高學歷、師資培訓背景、服務年資（含本學年）、學校類別、學校規模、主要任教階段、主 要擔任職務及宗教信仰。考量到篇幅安排及研究焦點在於教師效能感與抗逆力的關係上，參照文獻中較常探討之變項，本研究選擇針對性別、年齡與服務年資（含 本學年）進行詳細分析，作為探討教師效能感與抗逆力差異情形之依據。其餘背景變項亦曾進行初步統計檢視，惟分析結果未呈現顯著差異。 研究結果顯示，大部分背景變項對教師效能感與抗逆力皆無顯著影響，惟年齡對教師效能感具有顯著差異。教師抗逆力與教師效能感之關係呈正相關，且抗逆力具預測效能感之作用。 本研究藉了解澳門教師效能感與抗逆力之間的關聯，為澳門教育環境下教師支持系統與專業發展策略提供參考。