| Summary: | 碩士 === 中原大學 === 教育研究所 === 99 === Abstract
The purpose of this study is to explore the current situation of junior high school teachers’ knowledge management and teaching innovation, the differences from various personal background and school environment variables, and most importantly, the relation among them.
The methodology of this study is mainly a questionnaire survey. The questionnaires were constructed by two subscales: teachers’ knowledge management and teaching innovation. The questionnaires were sent to 605 teachers in 39 different schools. There were totally 582 questionnaires collected and 578 valid questionnaires collected. The valid respondent rate was 95.53%. The major findings are as the followings:
1. The junior high school teachers sored over average on teachers’ knowledge management. The highest scores fell in “knowledge application.”
2. The junior high school teachers sored over average on teachers’ teaching innovation. The highest scores fell in “teaching belief.”
3. The level of education of teachers plays an important role in terms of teachers’ knowledge management, and sex, age and position also play an important role in terms of the level of teachers’ knowledge management.
4. The serving years of teachers plays an important role in terms of teachers’ teaching innovation, and position also plays an important role in terms of the level of teacher’s teaching innovation.
5. There was highly positive correlations between teachers’ knowledge management and teaching innovation.
6. The teachers’ knowledge management could predict the teaching innovation.
Finally, according to the findings above, suggestions were given to the educational administrations, teacher education institutions, schools, teachers, and future reserch.
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