A Study of the Relationship between KnowledgeManagement and Teaching Effectiveness of Elementary School Teachers in Taichung City―Teaching Beliefs as a Moderator

• Main Authors: LEE, PEI-RONG, 李佩蓉
• Other Authors: YANG, WEN-HUI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/d6j4bz

碩士 === 修平科技大學 === 人力資源管理與發展碩士班 === 105 === The study was to explore the influence on the teacher’s teaching effectiveness by using “Knowledge Management ”as the independent variable and proceeded with a further discussion on the moderate effect of“Teaching Beliefs ”. This study employed elementary school teachers in Taichung as the research objectives and questionnare survey methodology was conducted. The participants in the study comprised 500 teachers in difference size of schools. A total of 471 questionnaires were received with the reply, in which 430 qestionnaires were valid, with an overall valid response rate of 86%. The data collected was analyzed via a good number of stastics measures including mean, standard deviation, Pearson Correlation, item and factor analysis（CFA）to test the reliability and validity, and then hierarchical multiple regression analysis was performed to analyze the moderate effect. The finding: 1.The knowledge managemen of the elementary school teachers as a whole is labeled as high intermediate level. 2.The teaching effectiveness of the elementary school teachers as a whole is labeled as high intermediate level. 3.The teaching beliefs of the elementary school teachers as a whole is labeled as high intermediate level. 4.The knowledge management and The teaching effectiveness are significantly correlated. 5.Teaching beliefs is partial mediator of knowledge management and teaching effectivenes. Some recommendations were provided in terms of practical applications and for future research.