研究在調(diào)查緬甸小學(xué)教師對基礎(chǔ)教育課程改革實(shí)施的效能感與接受度的基礎(chǔ)上,探討兩者之間的關(guān)系及其對課程改革成效的影響。研究采用混合研究方法:定量研究采用分層隨機(jī)抽樣的方法,從8個(gè)鄉(xiāng)鎮(zhèn)中選取800名小學(xué)教師作為代表樣本;定性研究對象數(shù)量為8人。定量研究通過問卷調(diào)查法,采用李克特五點(diǎn)量表將定量數(shù)據(jù)整理為三個(gè)維度。第一個(gè)維度是教師效能感,由兩個(gè)自變量組成。第二個(gè)維度是由五個(gè)因素（自變量）組成的教師接受度,最后一個(gè)維度是課程改革的感知結(jié)果（因變量）。采用半結(jié)構(gòu)化訪談的方式,進(jìn)行定性案例研究,并對測量項(xiàng)目進(jìn)行信度和效度檢驗(yàn)。為了確保研究的可靠性,首先進(jìn)行了試點(diǎn)測驗(yàn),并使用Cronbach’s alpha進(jìn)行統(tǒng)計(jì)。通過內(nèi)容效度和結(jié)構(gòu)效度對量表的效度進(jìn)行評價(jià)。內(nèi)容效度用于確定工具中項(xiàng)目的信息、內(nèi)容范圍、相關(guān)性和難度。在結(jié)構(gòu)效度檢驗(yàn)中,通過主成分分析和varimax進(jìn)行探索性因素分析（EFA）。此外,驗(yàn)證性因素分析（CFA）也被用來指定數(shù)據(jù)中所需的因素?cái)?shù)量,以確定哪一個(gè)測量變量（項(xiàng)目）與哪一個(gè)潛在變量（因素）相關(guān)。如果這些項(xiàng)目無效,則在分析結(jié)構(gòu)方程模型的最終數(shù)據(jù)時(shí)將其刪除。采用社會科學(xué)統(tǒng)計(jì)軟件（SPSS）... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：209 頁

【學(xué)位級別】：博士

【文章目錄】：
APPROVAL PAGE
摘要
Abstract
CHAPTER 1: INTRODUCTION
    1.1 Background of the Study
        1.1.1 Historical Background of Myanmar Basic Education
        1.1.2 Myanmar Basic Education Reform for the Twenty First Century
    1.2 Statement of the Problem
    1.3 Theoretical and Conceptual Framework
        1.3.1 Theoretical Framework
        1.3.2 Conceptual Framework
    1.4 Objectives of the Research
    1.5 Research Questions and Hypotheses
    1.6 Definition of Key Terms
    1.7 Significance of the Study
    1.8 Organization of the Study
CHAPTER 2: REVIEW OF RELATED LITERATURE
    2.1 Comprehensive Review of Curriculum
        2.1.1 Conceptual Meanings of Curriculum
        2.1.2 Apporaches to Curriculum Change
        2.1.3 Curriculum Models in the Implementation Stage
        2.1.4 The Relationship between Curriculum and Instruction
    2.2 Social Cognitive Learning Theory
        2.2.1 The Concept of Self-efficacy and Teacher Efficacy
        2.2.2 Measurement of Teacher Efficacy
    2.3 Teacher Receptivity Theory in the Implementage Stage of Change
        2.3.1 Measurement of Teacher Receptivity and Perceived Outcomes of Curriculum Reform
    2.4 The Role of Teacher Efficacy and Receptivity in Implementing the Curriculum Reform
CHAPTER 3: METHODOLOGY
    3.1 Research Design
        3.1.1 Quantitative Approach
        3.1.2 Qualitative Approach
    3.2 Research Instruments
        3.2.1 Questionnaires
        3.2.2 Interviews
        3.2.3 Operationalization of Variables in the Study
        3.2.4 Instrument Reliability and Validity
    3.3 Subjects and Sampling Method
    3.4 Data Analysis
    3.5 Research Procedure
    3.6 Ethical Considerations
CHAPTER 4: INSTRUMENT VALIDATION
    4.1 Confirmatory Factor Analysis of Teacher Efficacy
    4.2 Exploratory Factor Analysis of Teacher Receptivity
    4.3 Confirmatory Factor Analysis of Teacher Receptivity
    4.4 Confirmatory Factor Analysis of Perceived Outcomes of Curriculum Reform
    4.5 Supplementary Reliability and Validity of the Instrument
CHAPTER 5: RESULTS OF THE STUDY
    5.1 Quantitative Results
        5.1.1 Descriptive Statistics for Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform
        5.1.2 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teacher Qualifications
        5.1.3 Findings the Differences of Teacher Efficacy,Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of School Location
        5.1.4 Findings the Differences of Teacher Efficacy, Teacher Receptivity and Perceived Outcomes ofCurriculum Reform in terms of Teaching Experiences
        5.1.5 Structural Equation Modeling
    5.2 Qualitative Results
        5.2.1 Challenges of Primary Teachers in Implementing the New Curriculum
        5.2.2 Thematic Map of Challenges of Primary Teachers in Implementing the New Curriculum
CHAPTER 6: DISCUSSION AND CONCLUSION
    6.1 Discussion of Findings from the Quantitative Analysis
        6.1.1 Discussion of Research Question 1
        6.1.2 Discussion of Research Question 2
        6.1.3 Discussion of Research Question 3
        6.1.4 Discussion of Research Question 4
    6.2 Discussion of Findings from the Qualitative Analysis
        6.2.1 Discussion of Research Question 5
    6.3 Limitations of the Study
    6.4 Implication for Future Research
References
Appendix A: Permission Letter to Collect the Data
Appendix B: Requesting Inter to Examine the Instrument
Appendix C: List of Teacher Educators who Examined the Instrument
Appendix D: Original Instrument in Collecting the Data (English Version)
Appendix E: Original Instrument in Collecting the Data after Content Validity (MyanmarVersion)
Appendix F: Requesting Letter for Instrument Validation by Back to Back Translation
Appendix G: Back to Back Translators
Appendix H: Instrument by Back to Back Translation
Appendix I: Final Data Analysis Instrument after Confirmatory FactorAnalysis (English Version)
Appendix J: Final Data Analysis Instrument after Confirmatory Factor Analysis (MyanmarVersion)
Appendix K: Model Comparison of Confirmatory Factor Analysis for Teacher Efficacy
Appendix L: Model Comparison of Confirmatory Factor Analysis for Teacher Receptivity
Appendix M: Outline of Semi-structured Interview
Appendix N: Sample Interview Transcript of the Interviewee D
Acknowledgements



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