國中特殊教育教師知識管理與教學效能關係之研究

A Study of the Relationship between Perceptions of Knowledge Management and Teaching Effectiveness of Junior Hight Schools’ Special Education Teachers

本研究目的在探究台灣南部五縣市國中特殊教育教師知識管理與教學效能之關係，研究以自編之「國中特殊教育教師知識管理與教學效能之調查問卷」進行資料的蒐集，以台灣南部五縣市國中特殊教育教師為研究對象，採用分層比例取樣的方式，共抽取國中教師258人。所得資料以積差相關及多元逐步迴歸分析等統計方法，進行分析與討論。研究所得結論歸納如下：一、特教教師知識管理與教學效能呈中度正相關。二、特教教師知識管理的「知識的創新」與「知識的分享」層面對於教學效能具有預測作用，其中以「知識的創新」為主要預測變項。據上述結論，本研究提出若干建議供教育主管機關、學校、特教教師及未來進一步研究之參考。

This research aims to explore the relativity between perceptions of knowledge management andteaching effectiveness,.Employing the self-made Questionnaire on Knowledge Management and TeachingEffectiveness. Samples are Junior High School special education teachers in southern Taiwan. Todraw its data, this research adopts stratified proportional sampling and surveys the aforesaid subjects(258 senior high school teachers) who rendered 248 valid samples to reach a return rate of 96%. Alldata obtained were processed by computer package and analyzed by product-moment correlation andmultiple stepwise regression.Twelve observations are concluded from this research:1. Intermediate positive correlation is observed between perceptions of knowledge management andteaching effectiveness amongst special education teachers.2. Fair predictability exists in two aspects of knowledge management – knowledge innovation andknowledge sharing – to project teaching effectiveness among special education teachers.Innovation of knowledge appears to be the major indicator of teaching effectiveness.With the observations summarized above, this research intends to offer a number of criticalrecommendations to relevant authorities of educational policies, school administration committeesand teachers at junior high schools for future references and investigations.