| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 93 === The purposes of this study are to investigate the current status of teachers’ knowledge management and teachers’ teaching effectiveness in junior high schools；to explore the influence of teachers’ background variables on teachers’ knowledge management and teachers’ teaching effectiveness；to examine the correlation between teachers’ knowledge management and teachers’ teaching effectiveness；and to analyze the influence of teachers’ knowledge management toward teachers’ teaching effectiveness.
This investigation is based on the literature review and the questionnaire survey. The sample consists of 645 public junior high school teachers in southern part of Taiwan, including Pintung County, Kaohsiung City, Kaohsiung County, Tainan City and Tainan County . 542 validated questionnaires are collected and the percentage is 84%.
The survey instrument is a self-administered questionnaire entitled “Teachers’ Knowledge Management and Teacher's Teaching Effectiveness in Junior High Schools Questionnaire”. The data obtains by questionnaire is analyzed by frequencies, mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression.
The results of study are as follows：
1.The level of junior high school teachers’ knowledge management is ranked as intermediate.
2.The level of junior high school teachers’ teaching effectiveness is ranked as above average.
3.There are significant differences in teachers’ knowledge management in terms of the gender, duty, seniority, and educational background.
4.There are significant differences in teachers’ teaching effectiveness in terms of the gender, seniority, and educational background.
5.The high KM group of the teachers acts better than the low KM group of the teachers .
6.Teachers’ knowledge management performance and teachers’ teaching effectiveness in junior high schools exists a positive correlation.
7.Knowledge application has the greatest persuasion to the whole teacher's teaching effectiveness in different dimensions of teachers’ knowledge management.
Finally, Base on the study findings, this author proposes some recommendations for educational administration agencies, the junior high
school administrators, teachers, and future studies.
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