本研究旨在探討新北市學前融合班教師集體效能感及自我效能感之看法，並進一 步了解教師個人背景、工作背景及專業背景等相關因素對新北市學前融合班教師集體 效能感的影響。採用研究者自編之問卷為研究工具，Cronbach's α 值達0.9 以上，對新 北市學前融合班在職教師進行調查研究。共發出問卷355 份，有效回收問卷281 份， 有效回收率為79.15%。研究資料經由次數分配、百分等級、平均數等描述性統計，以 及變異數分析、獨立t 樣本檢定、積差相關等方式進行分析，研究結果摘要如下: (一)新北市學前教師對融合班教師集體效能感及教師自我效能感的看法介於符合到非 常符合，顯示新北市學前融合班教師集體效能感及自我效能感均屬偏高程度。 (二)不同任教地區、合作經驗、特教研習品質感受之新北市學前教師對融合班教師集體 效能感的看法有顯著差異。 (三)新北市學前融合班教師集體效能感與教師自我效能感之間呈現顯著正相關。

The purpose of this study was to understand New Taipei City’s preschool teachers’ perspectives on collective teacher efficacy(CTE) and teacher self-efficacy (TSE) for the inclusion education as well as the influence of contextual variables (personal and professional backgrounds) on participating teachers’ efficacy beliefs. A researcher-made measurement was used. The Cronbach's α of the measurement was above 0.9. In-service preschool teachers working in inclusive settings from New Taipei City were recruited for this study. The survey was sent to teachers of 355 potential participants; 281 complete responses were received, yielding a 79.15% response rate. Data were analyzed using descriptive statistics, analysis of variance, t-tests, and Pearson correlation. The results were found: (1) Participants held high CTE and TSE perceptions for inclusion education; (2) different teachers’ backgrounds might have significant effects on their CTE, such as school districts, collaboration experiences, and quality of professional trainings; and (3) there has a positive significant association between participating teachers’ CTE and TSE.