後疫情時代國民小學教師創新教學接受度與幸福感關係之研究

A Study on the Relationship Between Acceptance of Innovative Teaching and Wellbeing of Elementary School Teachers in the post-COVID Era

本研究主要在探討後疫情時代臺中市國民小學教師創新教學接受度與幸福感之關係，並且分析不同背景的臺中市國民小學教師創新教學接受度與幸福感之間的差異情形。本研究採用問卷調查法，參考相關文獻及研究後改編量表作為研究工具，研究對象為臺中市公立國民小學教師，委請臺中市各區共計20所國民小學教務主任協助發放問卷，有效樣本為432份。問卷結果透過描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關，以及逐步多元迴歸分析，研究發現如下：一、臺中市國民小學教師之創新教學接受度整體屬於中高度的知覺情形；二、臺中市國民小學教師之幸福感整體及各個構面皆屬於中高程度的知覺情形；三、不同婚姻狀態、不同學校規模之教師在創新教學接受度有顯著的差異；四、不同年齡、婚姻狀態、最高學歷、學校規模，以及是否育有子女之教師在幸福感上有顯著的差異；五、臺中市國民小學教師創新教學接受度與幸福感之間呈現中度正相關；六、臺中市國民小學教師創新教學接受度對幸福感具有預測作用。

This study explores the relationship between acceptance of innova¬tive teaching and the well-being of elementary school teachers in Tai¬chung City. It further analyzes the differences between the acceptance of innovative teaching and the well-being of elementary school teachers from diverse backgrounds in Taichung City. This study examines the re¬lated literature and employs a questionnaire survey and then a self-revised scale as the instruments. The research targets elementary school teach¬ers in Taichung municipal elementary schools, enlisting the assistance of a total of 20 elementary school academic affairs directors from various districts in Taichung City to distribute questionnaires. The sample size is 432. Descriptive analysis, independent sample t-test, analysis of variance, Pearson product-moment correlation coefficient, and multiple regression are used to analyze the collected data. The findings are shown as fol¬lows: 1. The research finds that elementary school teachers in Taichung City have a medium-high level of acceptance of innovative teaching, indi¬cating a positive attitude towards new teaching methods. 2. Elementary school teachers’overall well-being is achieved at a medium to high level. 3. Elementary school teachers’acceptance of innovative teaching shows a noticeably different result in teachers of various marital statuses and school scales. 4. Elementary school teachers’well-being shows a notice¬ably different result in teachers of various ages, marital statuses, highest academic qualifications, and school scales and with or without kids. 5. Elementary school teachers’acceptance of innovative teaching and well-being are positively correlated. 6. Elementary school teachers’acceptance of innovative teaching has a prominent effect on predicting elementary school teachers’well-being.