The Study of the School Knowledge Management and Teachers’ Professional Growth at Elementary Schools in Chiayi

• Main Authors: Chiung-Hui Huang, 黃瓊慧
• Other Authors: Yu-Liang Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/91263025516867089069

碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 100 === Abstract This study aimed to explore the relationship of elementary teachers’ school knowledge management and their professional growth in Chiayi City. A survey method was employed by using two instruments, “Questionnaire of Teachers’ School Knowledge Management” and “Questionnaire of Teacher’s Professional Growth”. A total of 600 elementary teachers were selected by a stratified random sampling method (by school size) in elementary schools of Chiayi City; 509 valid questionnaires were received finally. Corresponding statistics were applied to analyze the data, i.e. descriptive statistics, t-test, one way ANOVA with the Scheffé Method, Pearson’s product-moment correlation, simple regression, and simultaneous regression analysis. The findings of the study were reported as follows: 1. Targeted elementary teachers’ school knowledge management was above the average level, while they performed better in the “knowledge application” aspect. 2. Targeted elementary teachers’ professional growth was above the average level, while they performed better in the “classroom management” aspect. 3. There were statistically significant differences in targeted elementary teachers’ school knowledge management among the factors of teachers’ task in school, school size, and its location, while no significant difference was found among the factors of gender, age, working years, and education background. 4. There were statistically significant differences in targeted elementary teachers’ professional growth among the factors of gender and teachers’ task, while no significant difference was found among the factors of age, working years, education background, in school school size and school location. 5. There was significantly positive correlation between targeted teachers’ school knowledge management and professional growth (whole scales and all sub-scales). 6. Targeted elementary teachers’ school knowledge management effectively predicted their professional growth, with 35.1% (the whole scale) and 35.5% (five sub-scales) variance explained; besides, only the “knowledge application” sub-scale had a significant influence.