國小教師學校創新知覺類型及影響因素之研究

摘要本研究旨在探討國小教師學校創新知覺類型及影響因素。經由文獻探討，整理出學校創新的理論基礎與相關概念，進而編製「國小教師學校創新知覺調查問卷」，依台灣省各縣市國小總數比例，抽取250所公立國小教師，共750人進行問卷調查，有效樣本493份，回收率為65.73%。運用描述統計、單因子變異數分析與集群分析等統計方法進行分析，並根據主要研究發現，歸納出以下結論：一、國小教師創新知覺程度最高的是課程與教學創新，最低的是環境與專業創新向度。二、年齡、學校地區、學校規模和創校歷史是影響國小教師學校創新知覺的重要因素。三、年齡、學校地區、學校規模和創校歷史是影響國小教師學校創新知覺類型之因素。四、國小教師學校創新知覺程度及學校創新知覺類型受到相同的因素影響。根據上述結論，本研究提出以下建議：一、對主管教育行政機關之建議（一）鼓勵國小校際之間的異質結盟，並增進不同規模學校及城鄉學校創新交流機會。（二）改進師資培育制度，強化師資培育系統功能，提升年輕教師專業素質。（三）縮短城鄉數位教育落差之政策與投資，應加強考核與輔導，以確保實效。二、對學校之建議（一）透過教師成長團體建立知識分享機制，加強教師創新認知。（二）建立不同背景教師溝通平台，促進教師跨世代創意交流。三、對國小教師之建議（一）積極參加跨縣市及全國性研習活動及校際創新教育活動觀摩，擴展創新視野。（二）養成多元閱讀習慣以維持自我成長動力，讓教學專業與社會脈動緊密連結。（三）將創新教學概念融入教學計畫和活動，以創新思維與行動精進教育品質。四、對後續研究者之建議（一）研究量表之使用與向度分析，有待再驗證及補充。（二）國小教師學校創新知覺類型研究，可再進一步探討及應用。

關鍵字

教育創新；學校創新；學校創新知覺類型

並列摘要

Abstract The purpose of this study is to discuss the elementary school teachers’ consciousness types on school innovation and the influencing factors. The basis of school innovation theory and concepts was sorted by referencing papers, then “The Elementary School Teachers’ Consciousness Questionnaire of School Innovation” was prepared, which associate to the proportion of the elementary schools in Taiwan in total. The author extracts 750 teachers out of 250 schools to carry out the questionnaire survey. The number of effective samples is 493. The returns-ratio is 65.73%. By the descriptive statistics, one way ANOVA analysis and cluster analysis to analyze data. According to the main findings, concluded as follows: I. The curriculum-teaching innovation ranked the highest in elementary school teachers’ consciousness level; the environment-specialized innovation ranked in the last place. II. Age, area the school located in, scale of school and historical length of school greatly attribute to the elementary school teachers’ innovation consciousness. III. Age, area the school located in, scale of school and historical length of school are important attributes to affect the elementary school teachers’ school innovation consciousness types. IV. The elementary school teachers’ consciousness level and consciousness types of school innovation come under the same influencing factors in II and III. According to the conclusion above, this study proposed that following suggestions: I. There are two suggestions for the education administrations: 1. Encouraging alliances between heterogeneous schools; promoting schools of different scales and city-based and country-based schools to exchange innovation opportunities. 2. Improving the training system of teacher and strengthening the function of training system, enhance the professional quality of young teachers. 3. It is very important to strength the examination and coach that could ensure the actual effect of investment for the digital education in rural areas. II. There are two suggestions for the elementary school managers: 1. Establishing a knowledge sharing mechanism, and strengthen the teachers to innovate their cognition through teacher development groups. 2. To establish a communication platform between teachers from different backgrounds and stimulate teachers across generations to facilitate creativity exchange. III. There are three suggestions for the elementary school teachers: 1. Participating in the cross-county/city and nationwide educational and learning activities to observe and emulates to expansion vision in innovation. 2. Developing multi-dimensional reading habits to maintain self-growth momentum, so that the teaching professions will links closely with social pulsation. 3. To integrate the innovative teaching concepts with the innovative idea and the motion into the plan of instruction and the activity. IV. There are three suggestions for the following studies: 1. Study the use and dimensions of scale, to confirm and add supplement again. 2. The study of elementary school teachers’ consciousness types of school innovation that could be discussed further again and explored to application.