教師自我效能與學生的學習成就、學校改進及教育革新息息相關。教育領域在這方面的研究，累積了許多豐碩的成果，但有關教師自我效能的概念與測量問題，卻一直存有爭議，以致影響研究品質及其應用價值。本研究以Bandura (1977)自我效能理論和Tschannen-Moran、Hoy與Hoy (1998) 教師自我效能統整理論為基礎，同時參酌相關的實徵研究，釐清教師自我效能的概念，並建構量表以評估教師的自我效能。研究對象取自於大台北地區的415位國民小學教師，編製完成之<教學自我效能量表>，包含教學執行、班級管理、學習評量、親師溝通、教學革新和環境轉化等六個向度，共可解釋54.52％總變異量。在信度估計方面，六個分量表及總量表的 Cronbach α係數介於.61～.84 (N＝415) 之間。此外，相隔三週再測之穩定係數，落在.52～.78 (N＝120) 範圍。顯示：教學自我效能量表具有內部一致性及穩定性，其信度大致符合要求。整體而言，研究結果支持教師自我效能為一多向度的概念，這與先前將教師自我效能的結構區分為個人教學自我效能及一般教學自我效能雙向度的研究並不相同。本研究所發展的測量工具，可以反映教師在教學領域細微層面的效能評估，這對教師自我效能的理論研究與實務應用均有其重要意涵。最後，本研究也針對教師自我效能的概念、測量、結構及應用等議題進行討論。

Teacher efficacy has been shown to be a powerful construct related to student achievement, school improvement, and education innovation. The research of this construct has born much fruit in the field of education. And yet there remains a lack of clarity in the concept and structure of teacher efficacy. Based on the self-efficacy theory developed by Bandura (1977) and the integrated model of teacher efficacy proposed by Tschannen-Moran, Hoy, & Hoy (1998), this study explored the concept and measurement of teacher efficacy. A sample of 415 primary teachers in Taiwan was administered an efficacy questionnaire adapted from the Teaching Efficacy Scale (TES). Factor analysis revealed that teacher efficacy is multidimensional in nature, comprising six factors : instructional efficacy, classroom management efficacy, efficacy to assess learning progress, efficacy to communicate with parents, efficacy to enlist teaching reform, and efficacy to change environment. The TES developed in this study differs from measures of teacher efficacy found in previous research, this study employed six dimensions of efficacy rather than separated subscales for personal teaching efficacy and general teaching efficacy. These results supported that teacher efficacy is a multidimensional concept, thus has implications for both theory and practice. Finally, the issues in the concept, measurement, structure, and application of teacher efficacy are discussed.