The study of relationship between elementary teachers’ intrinsic motivation of instructional innovation and instructional innovation behavior: take Local Creative Education Program as an example.

• Main Authors: Chi Liu, 劉綺
• Other Authors: 胡夢鯨
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/20725526952362253414

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 97 === This study aims to discuss the many variables of Local Creative Education Programs; including school teacher’s backgrounds (sex, years of service, position, highest education), and school backgrounds (school size, type of Local Creative Education Program which school participated in, number of times which school participated in Local Creative Education Programs). It also discusses the relationship between intrinsic motivation of instructional innovation and instructional innovation behavior. Research subjects are teachers in Chiayi County who have participated in Local Creative Education Programs, with 285 effective samples (105 male teachers, 180 female teachers). Tools used in this study include the “intrinsic motivation of instructional innovation scale” and the “instructional innovation behavior scale”. Data analysis methods include descriptive statistics, t-test, one-way ANOVA, Pearson’s r and multiple regression analysis. This research concludes that: 1.Teachers participating in Local Creative Education Programs have an above average degree of intrinsic motivation of instructional innovation. 2.Teachers participating in Local Creative Education Programs have an above average performance in overall instructional innovation behavior. 3.Teachers with higher educational backgrounds tend to have higher intrinsic motivation of instructional innovation. 4.Teachers with higher educational backgrounds present higher instructional innovation behavior. 5.Teachers with higher intrinsic motivation of instructional innovation present higher instructional innovation behavior than teachers with lower intrinsic motivation of instructional innovation. 6.Intrinsic motivation of instructional innovation has a high positive correlation to instructional innovation behavior. 7.Teachers’instructional innovation behavior can be deduced from their intrinsic motivation of instructional innovation. According to the above research conclusions, this study presents the following suggestions: 1.Suggestions for practical teaching (1)Strengthen the use of a variety of teaching resources and understand the real purpose behind multi-cultural educational assessment. (2)Grasp the opportunity to interact with fellow teachers and create a knowledge community. (3)When teaching, teachers should courageously accept challenges and open experiences. (4)Treat students as partners in instructional innovation. 2.Suggestions for school operations (1)Establish a positive feedback mechanism, and create a school culture that encourages instructional innovation (2)Establish instructional innovation teams, and create opportunities to present collective wisdom.