The study of the relationship between elementary school teachers’ knowledge management capability and creative teaching effectiveness in Taipei

• Main Authors: Lin, Ching-Yi, 林靜怡
• Other Authors: Lin,Xin-Fa
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/85840925565909636693

碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 95 === The main purpose of this study was to explore the current situations of elementary school teachers’ knowledge management capability and creative teaching effectiveness in Taipei. At first the researcher attempted to discuss whether the teachers’ knowledge management capability and creative teaching effectiveness were affected by the teachers’ demographic variables and school environment variables. Then it was to identify the relationship between knowledge management capability and creative teaching effectiveness, and tried to analyze these factors for prediction. In the end, based on the findings and conclusions of this research, some suggestions are given to teacher education organization, elementary schools and teachers for reference. Methods adopted in this research were conducted through literature, questionnaire and interview. Targets of the questionnaire were public elementary school teachers in Taipei, this research took a sample by the stratified proportional sampling way. It sampled 92 elementary schools, 864 elementary school teachers, 682 samples were found valid, the questionnaire returns-ratio is 78.94%. The researcher analyzed the survey data by various statistical methods such as: t-test, one-way ANOVA, Pearson product-moment correlation and multiple stepwise regression analysis, and then the data were analyzed with SPSS for Windows 13.0 edition. Moreover, the subjects of the interview are a purposely-selected “GreaTeach 2004 prize teams” and “authority” teachers, the sample teachers’ opinions summed up the survey results and suggestions. The results of this study were as follows： 1.The current condition of elementary school teachers’ knowledge management capability in Taipei belonged to the middle degree. 2.The current condition of elementary school teachers’ creative teaching effectiveness in Taipei belonged to the middle degree. 3.There were significant differences in elementary school teachers’ age, educational degree, seniority, duty, school size, school location and participation in the learning community of knowledge management capability in Taipei. 4.There were significant differences in elementary school teachers’ educational degree, seniority, duty, school size, school location and participation in the learning community of creative teaching effectiveness in Taipei. 5.There were significant differences in elementary school teachers’ diverse knowledge management capability of creative teaching effectiveness in Taipei. 6.There was high positive correlation between teachers’ knowledge management capability and creative teaching effectiveness for elementary schools in Taipei. 7.The knowledge management capability was a proper indicator in predicting creative teaching effectiveness for elementary school teachers in Taipei. According to the above conclusions, the following suggestions were made: 1.Suggest to the teacher education organization (1)To establish related courses of the knowledge management capability. (2)To establish related courses of the creative teaching effectiveness. (3)To adopt case study instruction model. 2.Suggest to the elementary school (1)To plan studying shop about creative teaching. (2)To enhance teaching knowledge practice capubility of the teachers. (3)To enhance professional innovation capability of the teachers. (4)To model middle school operation pattern. (5)To execute Teacher Evaluation. (6)To enhance interchange of actions with elementary schools in Taipei. 3.Suggest to the teachers (1)To emphasize knowledge management capability of the teachers. (2)To encourage teachers using creative teaching. (3)To promote the degree higher than Masters of the teachers. (4)To organize a learning and development community in school.