A study on the relationship between elementary school teachers' knowledge sharing and teachers' teaching efficiency

• Main Author: 譚代文
• Other Authors: 林適湖
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/43153516961453702193

碩士 === 國立花蓮教育大學 === 國民教育研究所 === 96 === A study on the Relationship between Elementary School Teachers’ Knowledge Sharing and Teachers’ Teaching Efficiency Abstract The main purpose of the research was to (1) study the relationship between elementary school teachers’ knowledge sharing and teachers’ teaching efficiency, (2) analyze knowledge sharing and teaching efficiency from different backgrounds on these two areas, (3) according to the study results, make conclusions and suggestions for educational administrative organizations, elementary school principals, teachers in primary schools and future studies. Literature review and questionnaire survey were applied to this study. To begin with, the researcher collected related literature to explore the basic theories and contents of teachers’ knowledge sharing and teachers’ teaching efficiency. Moreover, the questionnaires were compiled from 370 teachers in 40 elementary schools in Yilan County and Hualien County. The collected data was analyzed by way of average, standard deviation, descriptive statistic, item analysis, factor analysis, t-test, one-way ANOVA, person product-moment correlation, hierarchical multiple regressions. The conclusions are as follows: 1. The overall situation about the perceptions of teachers toward teachers’ knowledge sharing and teaching efficiency is mid-high level. 2. There were significant differences on the perceptions toward teachers’ knowledge sharing among elementary school teachers with different variables, such as positions and school’s area. However, no significant differences was found while the variables, such as sex, age, educational level, serving years and school’s size. 3. There were significant differences in teachers’ knowledge sharing in terms of the teachers’ demographic variables such as sex, age, educational level, serving years, positions, school’s size and school’s area. 4. The teachers’ knowledge sharing has a positive predication for the teachers’ teaching efficiency. The variation of teachers’ backgrounds has less predication in teachers’ teaching efficiency. 5. Teachers’ teaching efficiency could be predicted by teachers’ knowledge sharing.