The Influence of Social Support, Affective Commitment on Instructional Innovation of Special Education Teachers in Junior High Schools

• Main Authors: Tang,Hsu-Hui, 唐旭輝
• Other Authors: Shiaw-Wen Tien
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/89218724527731865666

碩士 === 中華大學 === 科技管理學系碩士在職專班 === 100 === Deriving from social exchange theory, this study attempted to verify how perceptions of social support influence affective commitment, which contributed to their instructional innovation. We truly hope this research can help education departments to provide higher quality education environment in the near future. The present study adopted the method of questionnaire survey. The population of the study was special education teachers in the public junior high schools at Taichung County, involving 280 participants which were randomly selected by the purposive sampling method, and 261 ones were returned. The total useable questionnaires returned were 237, and the analyzable data reached 84.6%. Data were analyzed by using the method of descriptive and inferential statistics, including means and standard deviations, t-tests, product-moment correlations, one-way ANOVA, and step-wise multiple regressions. The major findings are listed below: 1. The performances of social support and affective commitment of special education teachers in junior high schools are at the upper-intermediate level. 2. The instructional innovation performance among special education teachers in junior high schools is influenced by the difference of age. 3. The more concern and encouragement special education teachers get, the better school identity, engagement, and instructional innovation performance they’ll have. 4. When special education teachers have a better school identity and engagement, it will inspire teachers’ instructional innovation performance.