The present study focused on kindergarten teachers’ self-efficacy, stress and the relation between them in Macau. Kindergarten teachers (N=246) in Macau completed a questionnaire which included two scales, one is Classroom Appraisal of Resources and Demands designed by Lambert etc. (2006) , the other is Ohio State Teacher Efficacy Scale developed by Tschannen-Moran and Woolfolk Hoy (2001) . The conclusions of this study were summarized as follows: 1. The average of kindergarten teachers’ self-efficacy was 6.63 which was stronger than the Nominal data in Macau. 2. The indicator of kindergarten teachers’ stress was -0.01 which was close to critical values (0). It indicated that the stress of kindergarten teachers in Macau was normal. 3. The kindergarten teachers’ self-efficacy was positively correlated with teachers’ age as well as teachers’ teaching experience in Macau. 4. The number of children whose emotional, intellectual development were behind most of the other children and kindergarten teachers’ self-efficacy were positively correlated in Macau. 5. The kindergarten teachers whose stress level was normal had stronger self-efficacy beliefs than the teachers who were lower stress level or higher stress level in Macau. 6. The demands based on various aspects of classroom of kindergarten teachers impacted on teachers’ self-efficacy in Macau. III 7. Teachers’ teaching experience positively predicted the self-efficacy while stress had negatively prediction on self-efficacy, by which 10% of variance can be explained. Key words: self-efficacy, stress, kindergarten teacher, Macau

本研究主要調查澳門幼兒教師的自我效能感及壓力的情況，以及探討兩者之 間的關係。本研究將 246 位澳門幼兒教師作為研究對象，以美國學者 Lamber 等 人（2006）編制的《班級資源及需求評估（學前版）》（Classroom Appraisal of Resources and Demands, CARD, preschool version）和 Tschannen-Moran 等人（2001） 編制的《俄亥俄州教師效能感量表》（Ohio State Teacher Efficacy Scale, OSTES） 為主要研究工具。具體研究結果如下： 一． 澳門幼兒教師的自我效能感水平偏高，平均得分為 6.63，高於理論值 5。 二． 澳門幼兒教師的壓力處于正常水平，壓力指數為-0.01，接近壓力的臨界值 0 （大於 0 表示教師有較大壓力，小於 0 表示教師的壓力水平偏低）。 三． 澳門幼兒教師的自我效能感與教師的年齡、教學經驗呈正相關。 四． 在班級特點方面：澳門幼兒教師的自我效能感與班級中的智力和情緒發展較 落後學生人數呈負相關關係，而其他班級特點對教師的自我效能感沒有影 響。 五． 適中壓力組的教師的自我效能感高於較大壓力組的教師。 六． 要求教師處理的事務對教師造成的壓力會影響澳門幼兒教師自我效能感。 七． 教學經驗對教師自我效能感有正向預測作用，教師壓力對教師自我效能感有 負向預測作用，兩者對教師自我效能感的解釋力為 10%。 關鍵字：教師自我效能感、教師壓力、幼兒教師、澳門