A Study of Promoting Knowledge Innovation in the Elementary School of Taipei

• Main Authors: Hui Ying Wang, 王惠英
• Other Authors: 林海清
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/01406512237259564409

碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 92 === A Study of Promoting Knowledge Innovation in the Elementary Schools of Taipei Hui-Ying Wang ABSTRACT The main purpose of this research is to investigate the process of promoting knowledge-innovation in the elementary schools of Taipei City. This study explores educators’ different perceptions of promoting knowledge-innovation from individual variables and organization variables and analyzes the differences of promoting knowledge-innovation between public and private elementary schools. Based on the research findings, I proposed some suggestions to educational administration, the elementary schools, educators, and future researchers. This research first reviews the literature of knowledge-innovation and establishes the research framework and a research questionnaire. Copies of questionnaire were sent out to 400 educators in 149 elementary schools. I had 308 copies of questionnaire back. The return rate is 77%. The statistics methods used in this research are frequency, percentile, mean, standard, Pearson correlation, one-way ANOVA and chi-square tes, Scheffè method. The conclusions of this research are as follows: 1. Regarding the current situation, the educators in the elementary schools hold positive attitude toward knowledge-innovation. The level of the present situation of elementary school’s educators’ perceptions about promoting knowledge-innovation was above average. 2. In terms of indifferent position variables, the perception of educators in public elementary schools is not a significant factor in promoting knowledge-innovation, but the perception of educators in private elementary schools is significant. 3. In terms of indifferent scholarship variables, the perception of educators in public elementary schools is a significant factor in promoting knowledge-innovation, but the perception of educators in private elementary schools is not significant. 4. In terms of indifferent school size variables, the perception of educators in public elementary schools is a significant factor in cultivating knowledge-innovation, but the perception of educators in private elementary schools is not significant. Most private elementary schools have less than 48 classes. This might be the reason. 5. The different history of a public elementary school is a more significant factor than a private one. 6. Educators who hold a master degree in both public and private elementary schools have better perception than those without degree. The important factor that influences the knowledge-innovation promotion was “Educational environment” and “School leadership.” Private schools and an half of the public schools hold that “Educational environment” was not important. 7. Public and Private elementary educators held “School leadership” was an important factor of affecting the cultivating knowledge-innovation. 8. It is necessary to adopt different strategies for public and private elementary schools. This research implies the following suggestions: 1. The Ministry of Education should promote knowledge-innovation. 2. Providing school principals with knowledge-innovation class. 3. Encouraging elementary schools to promote a knowledge-innovation. 4. The vision of school should be understood by all elementary school’s educators. 5. Elementary schools should provide a sufficient technology equipments. 6. Educators should share their experience with each other and make knowledge explicit. 7. Schools’ encouragement to the educators can promote knowledge-innovation. 8. The atmosphere of knowledge-innovation should be cultivated in schools. 9. Educators should attend the knowledge-innovation class. 10. Educators should have strong abilities and skills to use internet.