Research On The Intention Of Technical High School Teachers To Implement Innovative Teaching

• Main Authors: HSU,YI-YI, 許怡怡
• Other Authors: LU,TE-TSAI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/dj9pwy

碩士 === 崑山科技大學 === 企業管理研究所 === 107 === Following the 108 course outline from the Ministry of Education, the new wave of education reform is inciting the education scene from primary school to university. In the past, that every school was the same, and every student had the same class has to change to that every school is different, and students can choose their courses depending on their level and interest." It is a major innovation that subverts the imagination of parents and frontline educators. Teachers who stand on the front line of the education field have become an important resource for reform. How to increase the willingness and have the capability to enhance teaching innovation to become the power of change is an important issue for education-related units. How teachers can take into account students learning motivation and meet the teaching effect under the guidance of higher education is a big problem for technical high school teachers. Researchers take the science and technology acceptance model and the theory of program behavior as the research framework to explore the willingness of technical high school teachers to implement innovative teaching, and hope to understand the important influential factors and start from it to enhance teachers willingness to implement innovative teaching. The research object aims at Tainan High School Technical Teachers. The following is referred to as the high school. The questionnaire survey method is used to collect 208 valid questionnaires. The SPSS statistical software is used for data analysis and hypothesis verification. The research shows as following. The "behavioral intention" of technical high school teachers to implement innovative teaching will be positively affected by "perceived usefulness", "perceived ease of use", "attitude", "subjective norm" and "perceived behavior control", while The "attitude" has the greatest impact on "behavioral intentions". The main factors affecting "attitude" are "perceived ease of use" and "perceived usefulness". Therefore, it can be found that the higher the "perceived ease of use" and the "perceived usefulness" of teachers in implementing innovative teaching is, the stronger their "attitude" and the higher their "behavioral intention" is. Teachers are more willing to implement innovative teaching. In addition, there is no significant difference in gender, age and seniority in "behavioral intentions". However, the teachers with lower grades are more likely to feel that the ease of use of innovative teaching than that of teachers with higher seniority and the administrative work will reduce the willingness to innovate teaching.