The Study of School Organizational Change and Teaching Innovation of Teachers in Elementary Schools

• Main Authors: Chai-Fen Chao, 趙佳芬
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/42445041363012896767

碩士 === 國立中正大學 === 教育研究所 === 94 === The purposes of this study were to understand the current conditions of school organizational change and teaching innovation of teachers in elementary schools. It also analyzed the relations between school organizational change and teaching innovation of teachers. A survey was taken with the “Questionnaire of Elementary School Organizational Change and Teaching Innovation of Teachers” of the teachers in public elementary schools in the four counties of middle-Taiwan. 762 teachers’ data of 123 schools were acquired, and retrieve 535 valid shares of questionnaire to analyze.The data were analyzed by describtive statistics, Independent-Samples t-test, one-way ANOVA,and Pearson’s product-moment correlation. The major results of this research were as follows: I. Elementary school teachers in the four counties of the middle-Taiwan had fairly high level of cognition about school organizational change, in which the administrative and structural changes were rated the highest, and the regulatory and systematic changes were rated the lowest. II. Elementary school teachers in the four counties of the middle-Taiwan had marked effect on teaching innovation.There wasn’t significant difference among each dimension of teaching innovation; nevertheless, the curriculum’s content dimension was rated the best. III. There were significant differences of cognition among different positions for school organizational change. In which teachers holding the administrative function were rated the highest. IV According to years of teaching and positions, there were significant differences in practicing of teaching innovation. In which teachers having more than 21 years service period, teachers holding the administrative function were rated the highest. V. There were obvious positive relation between school organizational change and teaching innovation of teachers as a whole and in different dimensions. Finally, based on the research results, this study offers some suggestions for application in education and future research.