| 摘要: | 本研究旨在瞭解國民中學教師知識管理認知與教師效能之現況，比較教師個人背景變項、學校環境變項在教師知識管理認知、教師效能的差異情形，並探討教師知識管理認知與教師效能的關係，進而分析教師知識管理認知變項對教師效能的預測力。
本研究採用問卷調查法，研究工具為研究者自編「國民中學教師知識管理認知與教師效能調查問卷」；受試者包括台灣地區中部五縣市35所國民中學890位教師。所蒐集的第一手資料經分別以描述統計、t考驗、單因子變異數分析、Pearson積差相關、及逐步多元回歸分析等方法進行統計分析，獲得下述重要研究結論：
一、國民中學教師在教師知識管理認知、教師效能之表現屬於中偏高程度。
二、國民中學教師在學校知識管理認知會因教師不同性別、服務年資、兼任不同職務以及在不同學校所在地區、服務學校的創校年數而有顯著差異。
三、國民中學教師在教師知識管理認知會因教師不同年齡、服務年資、兼任不同職務以及在不同學校所在地區、服務學校的創校年數而有顯著差異。
四、國民中學教師自我效能會因教師不同年齡、兼任不同職務以及在不同服務學校的創校年數而有顯著差異。
五、國民中學教師一般教學效能會因教師不同性別、不同年齡、以及在不同學校規模、學校所在地區、服務學校的創校年數而有顯著差異。
六、國民中學教師知識管理認知與教師效能有中度正相關存在，即教師知識管理認知愈佳，教師效能也愈好。
七、教師知識管理認知對教師效能的預測作用中，以知識取得變項預測力最高。
最後根據研究結果，提出具體建議，以作為教育行政機關、學校行政、教師及未來研究的參考。
Abstract
The purpose of this study were to investigate the current status of teacher's knowledge management and teacher's efficacy in junior high schools；to explore the influence of teachers’ background variables and schools’ background variables on teacher's knowledge management and teacher's efficacy；to examine the correlation between teacher's knowledge management and teacher's efficacy；and to analyze the influence of teacher's knowledge management toward teacher's efficacy.
This investigation was based on questionnaire survey. The sample consisted of 890 public junior high school teachers in central part of Taiwan. The survey instrument was a self-administered questionnaire entitled “Teacher's Knowledge Management and Teacher's Efficacy in Junior High Schools Questionnaire”. The data obtained by questionnaire was analyzed by frequencies, mean, standard deviation, t-test, one-way ANOVA, Pearson’s’ product-moment correlation, and multiple stepwise regression.
The results of study are as follows：
1. The level of teacher's knowledge management and teacher's efficacy of junior high schools is ranked as above average.
2. There were significant differences in school knowledge management in terms of the teacher gender, seniority, duty, school location, and school history.
3. There were significant differences in teacher's knowledge management in terms of the teacher age, seniority, duty, school location, and school history.
4. There were significant differences in teacher's efficacy in terms of the teacher age, duty, and school history.
5. There were significant differences in teacher teaching effectiveness in terms of the teacher gender, age, school size, school location, and school history.
6. Teacher's knowledge management attitudes and teacher's efficacy in junior high schools existed a positive correlation. That means the more knowledge management a teacher has, the more teacher’s efficacy a teacher will be attained.
7. Knowledge acquisition has the greatest persuasion to the whole teacher's efficacy in different dimensions of teacher's knowledge management.
Finally, Based on the study findings, this author proposed some recommendations for educational administration agencies, the junior high school administrators and teachers, and future studies. |
