A Study on Relationships of Junior High School Teacher's Knowledge Management and Teacher's Efficacy

• Main Authors: Chih-Hsia Chiu, 邱志鑫
• Other Authors: Chu-Hsun Kuo
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/57442053639689794655

碩士 === 國立彰化師範大學 === 教育研究所 === 92 === Abstract The purpose of this study were to investigate the current status of teacher's knowledge management and teacher's efficacy in junior high schools；to explore the influence of teachers’ background variables and schools’ background variables on teacher's knowledge management and teacher's efficacy；to examine the correlation between teacher's knowledge management and teacher's efficacy；and to analyze the influence of teacher's knowledge management toward teacher's efficacy. This investigation was based on questionnaire survey. The sample consisted of 890 public junior high school teachers in central part of Taiwan. The survey instrument was a self-administered questionnaire entitled “Teacher's Knowledge Management and Teacher's Efficacy in Junior High Schools Questionnaire”. The data obtained by questionnaire was analyzed by frequencies, mean, standard deviation, t-test, one-way ANOVA, Pearson’s’ product-moment correlation, and multiple stepwise regression. The results of study are as follows： 1. The level of teacher's knowledge management and teacher's efficacy of junior high schools is ranked as above average. 2. There were significant differences in school knowledge management in terms of the teacher gender, seniority, duty, school location, and school history. 3. There were significant differences in teacher's knowledge management in terms of the teacher age, seniority, duty, school location, and school history. 4. There were significant differences in teacher's efficacy in terms of the teacher age, duty, and school history. 5. There were significant differences in teacher teaching effectiveness in terms of the teacher gender, age, school size, school location, and school history. 6. Teacher's knowledge management attitudes and teacher's efficacy in junior high schools existed a positive correlation. That means the more knowledge management a teacher has, the more teacher’s efficacy a teacher will be attained. 7. Knowledge acquisition has the greatest persuasion to the whole teacher's efficacy in different dimensions of teacher's knowledge management. Finally, Based on the study findings, this author proposed some recommendations for educational administration agencies, the junior high school administrators and teachers, and future studies.