A study of Relation between Teaching Innovation and Organizational Effectiveness of Elementary School in Taoyuan County

• Main Authors: I-Ju Ni, 倪亦如
• Other Authors: Chi-Win Fan
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/77pqhu

碩士 === 國立東華大學 === 教育行政與管理學系 === 100 === This research aims to probe into the current condition, differences, correlation, and prediction of Taoyuan County elementary schoolteachers’ teaching innovation and organizational effectiveness. The method of questionnaire survey was adopted with stratified random sampling and 554 public elementary schoolteachers from Taoyuan County were selected. The effective sample size was 496 persons; the recollection rate of effective questionnaires was 89.5%. The data collected was analyzed via a good number of statistic measures including mean, standard deviation, t-Test, One-Way ANOVA, Scheffe’s Post Hoc Analysis, Pearson Correlation, and stepwise multiple regression analysis. The finding: 1. The current condition of elementary schoolteachers’ teaching innovation and schools’ organizational effectiveness as a whole is satisfying. 2. No significant difference has been identified among teachers from public elementary school of Taoyuan County in terms of their teaching innovation as a whole including gender, age, highest academic degree acquired, job title, and the scale of school. 3. Those, who also take administrative work from elementary schools with fewer than 48 classes with the perception of school’s organizational effectiveness, give better performances; no significant differences among those under other working conditions. 4. The top three factors affecting elementary schoolteachers’ teaching innovation are: (1) teachers’ enthusiasm and wills, (2) interaction, communication, and negotiation among teachers, and (3) teachers’ creativity. The top three concrete strategies driving teaching innovation are: (1) encouraging teachers to share knowledge, and to build up mutual trust and collaboration, (2) creating an open-up atmosphere as well as a culture of liberty and creativity, and (3) providing sufficient budgets and facilities, bringing into full play the economic benefits of resources as well. 5. The top three difficulties preventing the advance of teaching innovation are: (1) too much teaching workload, (2) too many disciplinary issues with students, and (3) lack of budgets for innovation, i.e. too difficult being self-funding. The top three auxiliary measures implemented by elementary schools to advance teaching innovation are: (1) establishing good communication channels, (2) establishing correct teaching innovation notions, and (3) establishing applicable rewarding measures. 6. The elementary schoolteachers’ teaching innovation and the schools’ organizational effectiveness are moderately correlated. 7. The elementary schoolteachers’ teaching innovation can predict the schools’ organizational effectiveness; however, such prediction is not explanatory enough. Based on the abovementioned finding, this research provides concrete suggestions to the education administration authority of Taoyuan County, the administrative sections of elementary schools, the elementary schoolteachers, and those who intend to conduct follow-up researches.