本研究旨在探討國民小學教師知識管理對教學效能之影響。分析不同背景變項的國民小學教師其在知識管理與教學效能之差異情形,以及探討教師知識管理與教學效能之間的關係。 本研究方法為文獻分析法與問卷調查法,以台南縣國民小學教師為研究對象,採分層隨機抽樣,共發出325份問卷,實得有效問卷為310份,有效樣本回收率為95.38%。問卷所得資料以統計方法進行分析,歸納所得結果獲得以下五項重要結論: 一、國民小學教師知識管理與教學效能現況均屬良好程度。 二、教師知識管理整體受婚姻狀況影響而有所差異,至於在性別、教育背景、服務年資、擔任職務、學校規模上,則無顯著差異存在。 三、教師教學效能整體受服務年資、婚姻狀況影響而有所差異,至於在性別、教育背景、擔任職務、學校規模上,則無顯著差異存在。 四、國小教師之教師知識管理愈佳,其教學效能愈佳。 五、教師知識管理各層面中,以知識應用對教師教學效能整體最具預測力。
The purposes of this study are to discuss the relationships between teacher’s knowledge management and teaching effectiveness and to analyze the differences of background variables of teacher’s knowledge management and teaching effectiveness. Methods adopted in this research are conducted through literature review and questionnaire survey. The research selects elementary school teachers in Taina County by layer random sampling. Totals are 325 questionnaires distributed, 310 valid questionnaires. The effective sample feedback rate is 95.38%. After statistics analysis, there are five concluded results as followings: 1. Knowledge management and teaching effectiveness of elementary school teachers have good expressions. 2. Teacher’s knowledge management is influenced by marriage. Teacher’s knowledge management is not influenced by the other backgrounds of teachers. 3. The teaching effectiveness is influenced by seniority and marriage. 4. If teachers of elementary schools have better knowledge management, their teaching effectiveness is better. 5. Knowledge application has the greatest persuasion to the whole teaching effectiveness in different dimensions of knowledge managements.