Exploring Social Determinants of Teachers' Innovation Behavior

• Main Authors: Peng, Hsiu-chu, 彭秀珠
• Other Authors: Chen,Wan-Chi
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/76435841003168874559

碩士 === 國立臺北大學 === 社會學系 === 104 === In recent years, the trend for “flipped classroom” goes viral, so schools start to encourage teachers to do innovative instruction. However junior high school teachers lose innovation in teaching methods, and high school students lose their motivation in learning because of the cramming of knowledge.These high school students who lack of enthusiasm for learning are marked as “No power generation.” The data used on this research were pulled from National Teachers’ Survey done by TEPS in 2001, to analyze if a teacher’s background, school innovation, and the mood of the higher education enrollment have a significant influence on a teacher’s willing to try innovative ideas in teaching.According to Simple Logistic Regression Analysis, the research result shows as followings: 1.Teachers with (11-20) years of teaching experience tend to have willing to employees innovative ideas in their teaching comparing to beginners and seniors; the higher the teaching years they have, the more likely they would like to try teaching in an innovative way. 2.With higher the Organizational Innovative Climate, it’s more likely for a teacher to implement innovative instruction. On the contrary, with a school of higher value of higher education enrollment rate, it’s less likely for a teacher to try innovative instruction. 3.There is a significant relationship among a teacher’s willing to use innovative instruction, whether innovative instruction is implemented by other teachers within the school, and schools with collaborative teaching. Furthermore, there is no relationship found between the willing of trying innovative teaching and peer support. This research based on TEPS samples which cover city and rural areas representing the data for the whole country. The research results can be used as a reference for education administrators when setting up educational policies.