| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 101 === A Study of the Relationship between Information Literacy and Teaching Efficacy
among Elementary School Teachers in Penghu County
Chi-Tung, Chen
Abstract
This study investigated the current statuses of information literacy and teaching efficacy among elementary school teachers in Penghu County to examine the relationship between information literacy and teaching efficacy as well as the differences across background variables. The questionnaire survey was adopted. The subjects were licensed elementary school teachers in Penghu County during the academic year of 2012. 376 teachers were selected from 29 schools based on stratified random sampling. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation. Findings were as follows:
1. The information literacy and teaching efficacy of elementary school teachers in Penghu County were above the intermediate level.
2. Information literacy differs by background variables:
(1) Gender difference in information literacy was significant. Male teachers had better information literacy than female ones.
(2) Male teachers outperformed female ones in “information cognition” and “information operations”, while female teachers were superior in “information ethics”.
(3) Teachers below 30 of age outperformed those above 41 of age in “information operations”.
(4) Teachers with a master or higher degree (including those who took 40 credits of a master’s program) were better in “information cognition” and “information applications” than those who had only a college degree (including those who took a teacher education program in college).
3. Teaching efficacy differs by background variables:
(1) Gender difference in teaching efficacy was significant. Generally, female teachers had higher teaching efficacy than male ones.
(2) Female teachers were superior to male ones in “teaching planning”, “teaching strategies”, “teaching evaluation”, and “teaching atmosphere”.
(3) Significant differences existed across education degrees. Teachers who took a master or higher program (including 40-credit equivalent programs) outperformed teachers who had only a college degree (including those who took the teacher education program in college).
(4) Teachers who graduated from a graduate school (including those who took 40 credits of a master’s program) were better in “teaching strategies”, “teaching evaluation”, and “research of teaching” than those who had only a college degree (including those who took a teacher education program in college).
4. Information literacy and teaching efficacy were positively related among elementary school teachers in Penghu County
Based on the above findings, this study provided some suggestions to authorities concerned, elementary school administrators and teachers, and future researchers.
Keywords: elementary school teacher, information literacy, teaching efficacy
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