臺北市國小教師知覺學校創新氣氛與創新教學關係之研究

A Study on the Relationship between Innovative Climate and Innovative Teaching among Teachers' Perceptions in Elementary Schools in Taipei City

本研究採問卷調查法，研究對象為臺北市國小教師，研究工具為自編問卷，資料分析採平均數、標準差、獨立樣本t考驗、Pearson積差相關、單因子變異數分析，及逐步多元迴歸分析。本研究獲致以下結論：一、臺北市國小教師在學校創新氣氛與創新教學知覺具中高度之表現，且兩者有中度正相關。二、不同性別、年齡、職務、年資、最高經歷之教師在學校創新氣氛與創新教學知覺上無顯著差異。三、不同學校規模與校史、不同職務與創新教學獲獎經歷之教師，分別在學校創新氣氛、創新教學知覺上有顯著差異。四、學校創新氣氛對創新教學有正向預測力，以「團隊合作」最有預測力。最後分別對教育行政機關、國小教師以及未來研究提出建議，供後續規劃、執行及學術研究之參考。

The study is used non-standardized questionnaire to survey elementary school teachers in Taipei City. Data are analyzed by using descriptive statistic, one way ANOVA, scheffe method, Pearson's product-moment correlation, and stepwise regression. Critical findings include: 1、The level of teachers' perception of innovative climate and innovative teaching is intermediate-high, and positively correlated. 2、No differences are found among the gender, age, position, years of teaching experience, educational background on the perception of innovative climate and innovative teaching. 3、Results indicate that school scales, school history, and awards of innovative teaching, especially show significant differences on the perception of innovative climate and innovative teaching. 4、Teachers' perception of innovative climate has positive prediction to innovative teaching, and the “teamwork” is the most predictive dimension. According to the research findings, some suggestions are proposed for the education administration authorities, elementary school teachers and for future research as well.