A Study of the Relationship between Instructional Innovation and Teaching Effectiveness on Vocational High School Teachers-Taking Knowledge Inertia as a Moderator

• Main Authors: Huey-Yuen Jeng, 鄭惠月
• Other Authors: 陳瑜芬
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/34204811728598831162

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.