A Study of the Relationship between Elementary School Teachers’Personality Traits and Their Teaching Innovation

• Main Authors: CHIN-HUI LIU, 劉金輝
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/11265616785190339990

碩士 === 國立屏東教育大學 === 社會發展學系 === 98 === The purpose of this study is to investigate the current condition and the relevance of elementary school teachers’ personality traits and teaching innovation and how different they are with environment and background variables. In order to reach the study purpose, this study chose survey method which used “The Questionnaire of Elementary School Teachers’ Personality Traits and Their Teaching Innovation” developed by the researcher as a survey tool. The study objects are the elementary school teachers in Pingtung County. The effective samples are 520 in total. According to the result of the questionnaire, the analysis of datas are operated by descriptive statistics, T-test, one-way ANOVA, Pearson’s product-moment correlation method, and the regression analysis in multiple steps. Based on the result of the analyzed data, the conclusions of the study are drawn as follows： 1. Elementary school teachers’ overall personality traits are constructive, especially in conscientiousness and agreeableness. 2. Elementary school teachers’ teaching innovations are well in every aspect, especially in innovation of teaching methods. 3. Elder teachers, and teachers serving in the schools owning 13 to 24 classes reveal a higher level in the degree of implementation of teaching innovation. 4. The more positive the elementary school teachers’ personality traits is, the higher their degree of implementation of teaching innovations would be. 5. The performances of teaching innovation are all able to be predicted effectively by elementary school teachers’ personality traits, especially in openness. Finally, according to the related results of conclusions, this study is to be references for educational administrative organization, elementary school teachers and future researchers.