A Study of the Relationship between Knowledge Management Capability and Teaching Effectiveness of Elementary and Junior High Schools’Teachers in Penghu County

• Main Authors: Chun-Ling Wang, 汪春玲
• Other Authors: Hsin-Fa Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/00364164261775573128

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === This research aims to address critical issues pertaining to knowledge management and teaching effectiveness: it first illustrates existing knowledge management and effectiveness in teaching amongst primary and junior high school teachers in Penghu. Albeit individual variations, it then attempts to explore the relativity between knowledge management and teaching effectiveness, projecting the former as a reliable parameter to predict the exhibition of the latter. Employing the self-made Questionnaire on Knowledge Management and Teaching Eeffectiveness of Primary and Junior High School Teachers to draw its data, this research adopts stratified proportional sampling and surveys the aforesaid subjects (180 junior high school teachers, 360 primary school teachers, totaling 540 subjects) who rendered 514 valid samples to reach a return rate of 96%. All data obtained were processed by SPSS12.0 and analyzed by the following statistical methods: mean, standard deviation, t-test, one-way ANOVA, product-moment correlation and multiple stepwise regression. Eleven observations are concluded from this research: 1. A high-intermediate level of knowledge management is observed amongst primary and junior high school teachers in Penghu. 2. In Penghu, primary school teachers outperform their counterparts at junior high schools in three areas of knowledge management: obtainment, innovation and the overall knowledge management. 3. Amongst primary schools in Penghu, teachers who graduated from graduate school and above show better knowledge abtainment, knowledge sharing and the overall knowledge management than those who graduated from university or college. Teachers who serve concurrently as school directors show better knowledge reservation than that exhibited by home teachers. 4. Amongst junior high schools in Penghu, teachers with an experience of less than 10 (inclusive) years usually outperform those who have taught for 21 years or above. 5. A high-intermediate level of teaching effectiveness is observed amongst primary and junior high school teachers in Penghu. 6. In Penghu, primary school teachers surpass their counterparts at junior high schools in five areas: teaching strategies, presentation of teaching materials, class management, evaluation of teaching and the overall teaching effectiveness. 7. Amongst primary schools in Penghu, teachers who serve concurrently as school directors receive better reviews at teaching evaluations than those rendered to home teachers. 8. Amongst junior high schools in Penghu, teachers who graduated from graduate school and above show better teaching evaluations than those who graduated from university or college. 9. High positive correlation is observed between knowledge management and teaching effectiveness amongst primary school teachers in Penghu. 10.High predictability exists in all aspects of knowledge management to project teaching effectiveness amongst primary school teachers in Penghu. Innovation of knowledge appears the most reliable indicator of teaching effectiveness. 11.Fair predictability exists in two aspects of knowledge management - knowledge innovation and knowledge reservation - to project teaching effectiveness amongst junior high school teachers in Penghu. Innovation of knowledge appears to be the major indicator of teaching effectiveness. With the observations summarized above, this research intends to offer a number of critical recommendations to relevant authorities of educational policies, school administration committees and teachers at both primary and junior high schools for future references and investigations.