The Effect of Faculty Teaching Beliefs and Curriculum and Instruction Decision-Making on the Teaching Effectiveness in Technological Institutes and Universities

• Main Authors: Su-Ling Yang, 楊素綾
• Other Authors: Hsi-Chi Hsiao
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/82379350259021607377

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 99 === The purpose of this research was to explore the influence on curriculum and instruction decision-making as well as teaching effectives, which were affected by the teaching beliefs of teachers in technological institutes and universities. The methodology of research was the questionnaire. Through gathering and investigating the related literature, the questionnaire of “the Relationship among Teachers’ Teaching Beliefs, Curriculum and Instruction Decision-Making, and Teaching Effectiveness in Technological Institute and University” was formed. There were 1,040 copies of formal questionnaires sent out, and 931 copies of effective questionnaires received. The rate of effective questionnaires highly reached 90%. The acquired data was analyzed by using SPSS and AMOS with statistic methods. The conclusions were offered as below. 1) The overall performances of teaching beliefs, curriculum and instruction decision-making, and teaching effectiveness were good. 2) The effects of teachers’ gender, job title, department and schools’ type and location on teaching beliefs were statistically significant. 3) The effects of teachers’ job title and department as well as schools’ type and location on curriculum and instruction decision-making were statistically significant. 4) The effects of teachers’ department and schools’ type and location on teaching effectiveness were statistically significant. 5) The correlation among teaching beliefs, curriculum and instruction decision-making, and teaching effectiveness were between medium and high positive. 6) The relationships of teaching beliefs, curriculum and instruction decision-making, and teaching effectiveness were demonstrated to be the mediating effect model.