| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 97 === This study aims to explore the relationship of instructional innovation and teaching effectiveness on vocational school teachers, in which knowledge inertia is taken as a moderator. The methodology of this research was mainly a questionnaire survey. The objects are teachers from vocational high schools and in vocational programs of comprehensive high schools in Chia-yi County, Chia-yi City, Tainan County, Tainan City, Kaohsiung County, Kaohsiung City, and Ping-tung County, all of which are in Southern Taiwan. A total of 600 surveys were mailed to the teachers: 575 surveys were collected and 24 of them were abolished, giving 551 useful surveys. The total return rate is 95.83%, and about 91.83% of the surveys were considered effective. After careful organizing and numbering the information collected, SPSS12.0 for Windows Statistics software was used to analyze the data. The statistics tests used include: descriptive statistics, Pearson’s correlation, one-way ANOVA, and Scheffe’s comparison method.The results are:
1. The scores of the current situation of vocational high
school teacher’s instructional innovation and teaching
effectiveness is above average, while that of their
knowledge inertia is about the average.
2. The teachers’ instructional innovation is significantly
different in the subjects they teach and the positions
they hold.
3. The teachers’ teaching effectiveness is positively
influenced by their instructional innovation.
4. In teachers’ knowledge inertia, experience inertia and
cognitive inertia cannot be taken as a moderator in the
relation of teachers’ instructional innovation and
teaching effectiveness. However, they are a moderator in
the relation of teachers’ instructional innovation and
teaching effectiveness. The more a teacher’s experience
inertia is, the less positive effect his or her
instructional innovation has on teaching effectiveness.
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