本研究旨在探討高職教師的創新教學行為與人格特質之相關情形,暸解不同背景變項之高職教師創新教學行為及其差異、不同背景變項之高職教師人格特質及其差異,以及探討高職教師的人格特質與創新教學行為之相關情形,並分析高職教師背景變項、人格特質對於創新教學行為的預測能力,以做為提昇高職教師創新教學行為之參考。 本研究以現職教師為母群體,實施分層比例叢集抽樣調查,共發出815份問卷,回收有效問卷647份,有效回收率為79.39%,研究工具為「高職教師創新教學行為與人格特質之調查問卷」,以次數分配、平均數、標準差、t檢定、單因子變異數分析、Scheffé事後比較、皮爾森積差相關、點二系列相關、斯皮爾曼等級相關及逐步多元迴歸分析,獲得以下主要結論: 一、高職教師其創新教學行為(M=3.36)及創新教學之創新知能(M=3.17)與具體表現(M=3.56)均屬於尚可程度。 二、高職教師之人格特質多偏向「親和性」。 三、不同背景變項之高職教師的人格特質多數均無顯著差異。 四、碩士(含)以上學歷高職教師的創新教學行為顯著高於大專畢業之教師。 五、高職教師之人格特質與創新教學行為達顯著正相關。 六、對於高職教師的創新教學行為具有預測力,且預測力由大至小依序為:「經驗開放性」、「嚴謹自律性」、「情緒穩定性」、「碩士教師」、「女性教師」、「外向性」。
The purposes of this research aimed to study the relationship between behavior of innovational instruction and personality traits among vocational high school teachers, to understand the deviation of various backgrounds and the correlation between personality traits and behavior of innovational instruction, to analyze the capability of prediction in terms of background variables and personality traits toward the behavior of innovational instruction. This research was anticipated to be beneficial for promoting the behavior of innovational instruction of all vocational high school teachers . The population of this research was the teachers of vocational high schools serving during now. Stratified random sampling according to proportional clusters was carried out. 647 effective questionnaires were collected out of 815 samples. The response rate was 79.39%. The tool applied in this research was “Questionnaire for the behavior of innovational instruction and personality traits toward vocational high school teachers”. The outcome was achieved by means of frequency distributions, means, standard deviations, t-test, one-way ANOVA, post-hoc comparison of Scheffé method, Pearson's product-moment correlation, point-biserial correlation, Spearman rank correlation and stepwise multiple regression analysis. The major conclusions were as follows: 1.Teachers of vocational high schools showed behavior of innovational instruction(M=3.36) innovation cognition(M=3.17) and practical performance(M=3.56) that could be recepted. 2.Teachers of vocational high schools showed more friendship in personality traits. 3.Teachers of vocational high schools had significant personality traits, and almost show no significant deviations if compared by various backgrounds. 4.The behavior of innovational instruction of those with master degree or above was significantly superior to those only graduated from university or college. 5.Significantly positive correlations resulted from the behavior of innovational instruction and personality traits. 6.The variables with the capability of predicting the behavior of innovational instruction were listed by descending order, which included openness to experience, conscientiousness, emotional stability, teachers with master degree, female teachers, and extraversion.
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