| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所碩士在職專班 === 103 === The primary objective of this study is to understand the relationship between teacher’s information literacy and teaching belief in elementary schools of new Taipei city. A self-made survey questionnaire was developed and administered to 781 teachers. Valid returns were 725 denoting 92.83% effective rate. Data analysis on the results includes descriptive statistics, independent sample T-test, Analysis of variance (ANOVA), and multiple regressions. Results of the study are as follows:
The elementary school teacher’s information literacy are considered moderately high with the factor technology outlook as the highest; the elementary school teacher’s teaching belief are also considered moderately high with the factor teacher student relationship as the highest; teachers’ gender, educational level, years of service, having administrative duties or not, and school size have all showed to have significant statistical difference with regards to their information literacy; while, teachers’ gender, age, educational level, years of service, having administrative duties or not, and school size have all showed to have significant statistical difference with regards to their teaching belief; lastly, there seems to be a statistically significant positive correlation between teachers’ information literacy and teaching belief, hence, suggests that teacher’s information literacy is capable of predicting teaching belief.
Several recommendations are also provided: The study recommends that the education ministry could provide additional information education objectives and policies, establishes a platform for information exchange that helps promote a friendly educational environment. In addition, schools could also encourage teachers with high information literacy to promote technology training and at the same time fosters a life-long learning environment that enhances teaching belief.
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