The Relationship among Learning Motivation, Self-directed Learning and Teaching Innovation on the Junior High Teachers

• Main Authors: Yi-Chen Huang, 黃怡真
• Other Authors: Shin-Ching Shiu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/86724538464082694284

碩士 === 修平科技大學 === 人力資源管理與發展碩士班 === 103 === The purpose of the research was to explore if teaching innovation was affected by learning motivation and self-directed learning. The research was implemented by questionnaires composed of four parts: teachers’ demographic information, learning motivation, self-directed learning and teaching innovation. 346 valid respondents of 377 teachers, who were from public and private junior high school teachers in Taichung, resulted in an effective rate of 91.78%. Descriptive statistic, t-test, one-way multivariate analysis of variance, Pearson’s product-moment correlation, multiple regression and hierarchical regression were executed to examine the relation among variables. The main findings are as follows: 1. The junior high school teachers in Taichung show great learning motivation and obvious self-directed learning readiness. Moreover, they have good performance on teaching innovation. 2. Parts of the background variables have obvious differences on learning motivation, self-directed learning and teaching innovation. 3. Learning motivation has significantly positive effect on self-directed learning. 4. Learning motivation has significantly positive effect on teaching innovation. 5. Self-directed learning has significantly positive effect on teaching innovation. 6. Self-directed learning has significantly positive mediating effect between learning motivation and teaching innovation.