The Effect of Junior High School Teachers’ Absorptive Capacity on Teaching Innovation：Organizational Execution as a Moderator

• Main Author: 呂淑華
• Other Authors: 陳瑜芬
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/77370879899575109187

碩士 === 國立彰化師範大學 === 商業教育學系 === 97 === Abstract This study primarily researched how teachers’ absorptive capacity influences their instructional innovation, and disturbs their organizational execution. Six hundred questionnaires were distributed to public junior high school teachers in Taichung City as well as Taichung County. Five hundred and eighty six questionnaires were returned, which was a return rate of 97.67%. Five hundred and eighty four questionnaires were valid, which was a valid rate of 97.33%. The collected data were analyzed through descriptive statistics, Confirmatory Factory Analysis, t-test, one-way ANOVA and Hierarchical regression analysis to test all the hypotheses mentioned above. According to the data analysis and research findings, the conclusions were made as following: 1.Absorptive capacity and innovation instructions of junior high school teachers in Taichung City and Taichung County are in the high-intermediate level. 2.Diversities of seniority, academic degree, position or teaching subject will cause significant differences in teachers’ absorptive capacity. 3.Diversities of seniority, academic degree, position and teaching subject will cause significant differences in teachers’ performance on innovation instructions. 4.Teachers’ absorptive capacity has positive effect on instructional innovation. 5.Strategic Planning and Operation Procedures cause disturbance between absorptive capacity and instructional innovation. The more schools put emphasis on Strategic Planning, the more positive effect is to reinforce the absorptive capacity and curriculum material innovation. Also, the more schools lay emphasis on People Process, Strategic Planning and Operation Procedures, the more positive effect will lead to teachers’ absorptive capacity and instructional innovation.