| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 99 === The main purpose of this study is to explore the relationships among principals’ curriculum leading strategies, teachers’ knowledge management, and teaching efficiency in Pingtung County. There are 5 main purposes in this study. First, to explore the present situation of the principals’ curriculum leading strategies, teachers’ knowledge management, and teaching efficiency in Pingtung County. Second, to study the perceptions of principals’ curriculum leading strategies, teachers’ knowledge management, and teaching efficiency of the elementary teachers in Pingtung County with different backgrounds Third, to analyze the relationship between the principals’ curriculum leading strategies and teaching efficiency in Pingtung County. Fourth, to analyze the relationship between the elementary school teachers’ knowledge management and teaching efficiency in Pingtung County. Fifth, to analyze how principles’ curriculum leading strategies and the teacher’ knowledge management influence on the teachers’ teaching efficiency.
Questionnaire is the main research method. The population of the study are the 3916 teachers in the public elementary schools in Pingtung Coutny. It takes 460 teachers as samples for stratified sampling and 445 questionnaires are collected. There are 441 effective questionnaires, the percentage of the useful questionnaires is 98.5%. After analyzing in ways as T-test、one-way ANOVA、Pearson product-moment correlation、Stepwise Multiple Regression, the conclusions are as followed.
1.The principles’ curriculum leading strategies, teachers’ knowledge management, and the teachers’ teaching efficiency, all of them can reach the middle and high level. Among these conclusions, the principles’ curriculum leading strategies of encouraging the professional advancement of teachers, the intension of knowledge management of knowledge application, and the class atmosphere in the teaching efficiency are the best.
2.The teachers who have better knowledge in the principles’ curriculum leading strategy with the following conditions: at the age between 40 to 50, the degree of graduate school, teaching more than 26 years, teaching in the schools that have less than 12 classes. The teachers who have better knowledge in the knowledge management with the following conditions: at the age between 41 to 50, teaching as chairman and teacher, the degree of graduate school, and teaching in the school which has 13 to 24 classes. The teachers who have better knowledge in the teaching efficiency with the following conditions: at the age between 41 to 50, teaching as captain and teacher, and teaching for 11 to 20 years.
3.There are positive relationships between the principles’ curriculum leading strategies, teachers’ knowledge management, and the teachers’ teaching efficiency in the elementary schools in Pintung.
4.The principles’ curriculum leading strategies in the elementary schools in Pintung can explain the teachers’ teaching efficiency, especially for the strategy of supporting for the teaching environment. Teachers’ knowledge management can explain the teaching efficiency, especially for the intension of the knowledge creation. The principles’ curriculum leading strategies and teachers’ knowledge management can explain the teaching efficiency, especially for the intension of the knowledge creation.
Keywords: principles’ curriculum leading strategies, teachers’ knowledge management, teaching efficiency
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