The Relationships of Professional Competency,Knowledge Management and Teaching Effectiveness during Educational Reform in Junior High School Teachers

• Main Authors: CHEN,TE-HAO, 陳德昊
• Other Authors: Wang,Jung-Tsai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/37990954484498379284

碩士 === 台灣首府大學 === 教育研究所 === 104 === This main purpose of this study was to investigate the relationships of professional competency, knowledge management and teaching effectiveness during educational reform in junior high school teachers. The subjects were 400 junior high school teachers drawn from Tainan City. The “Professional Competency Scale”(PCS), “Knowledge Management Scale”(KMS), and “Teaching Effectiveness Scale”(TES) were carried out. MANOVAs were conducted to compare the differences in PCS scores among teachers of different background.Product-moment correlation, canonical correlation analysis and structural equation modeling analyses were executed to explore the relationships of professional competency, knowledge management and teaching effectiveness in junior high school teachers. The main findings were as follows: 1. Junior high school teachers possessed an above average level of professional competency. 2. There were no significant differences in professional competencies between or among teachers of different demographic background. 3. Junior high school teachers possessed an above average level of knowledge management. 4. Junior high school teachers possessed an above average level of teaching effectiveness. 5. There were significant and positive correlations between PCS scores and KMS scores. Ten PCS factors accounted for 47.553% of total variance of five KMS factors. 6. There were significant and positive correlations between PCS scores and TES scores. Ten PCS factors accounted for 42.814% of total variance of five TES factors. 7. There were significant and positive correlations between KMS scores and TES scores. Five KMS factors accounted for 53.559% of total variance of five TES factors.