柯政峯Jeng-Feng Ke吳修瑋Hsiu-Wei Wu2019-08-292007-2-102019-08-292007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0092023125%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92198摘 要 本研究旨在探討台北縣國小教師知識管理與教學效能之關係，並分析不同背景變項之教師，其知識管理與教學效能之差異情形。問卷調查以台北縣國民小學教師為母群體，採配額抽樣方式，並以「台北縣國小教師知識管理與教學效能調查問卷」，針對台北縣57所國小的904位學校教師進行問卷調查，回收率85.5％，有效問卷為758份，可用率為83.84％。所得資料以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關以及典型相關等統計方式進行資料分析。根據資料分析結果，本研究獲致以下結論： 一、台北縣國民小學教師知識管理與教學效能現況具有中上水準表現。 二、台北縣國民小學教師知識管理整體受教育背景及現任職務影響而有所差異；年齡、性別、服務年資、學校規模則無明顯影響。 三、台北縣國民小學教師教學效能整體受性別、教育背景及現任職 務影響而有所差異；年齡、服務年資及學校規模則無明顯影響。 四、台北縣國小教師教師知識管理越佳則教學效能越佳 依據本研究發現與結論，提出下列建議 一、對教育行政機關之建議 （一）持續宣導知識管理理念，推動國民小學教師知識管理實務；訂定知識管 理推動辦法，導引學校知識管理發展。 （二）制訂兼具公平、合理、客觀的教師教學效能評鑑制度，建立一套客觀的 教師教學效能評鑑系統，以提升國小教師之專業地位及教學效能。 二、對學校行政之建議 （一）尊重年長與資深教師，鼓勵年長與資深教師分享教學經驗，成立資深教 師專業團隊，提升教師教學效能。 （二）鼓勵教師進行知識管理工作，提昇教師教學效能。 （三）建立職務輪調機制，鼓勵教師參與學校行政工作。 三、對教師之建議 （一）積極從事教師知識管理工作，提昇教學效能。 （二）建立教育專業學習社群，進行專業對話。 （三）積極參與研習進修，提升本身的專業素養。 （四）勇於接受教師教學效能評鑑，建立教師專業地位及提昇教學效能。 （五）積極參與學校行政工作，提高教師教學效能及知識管理能力。 四、對未來研究的建議 （一）探討不同縣市區域或不同教育階段教師之情形。 （二）輔以訪談、觀察等質性研究方式，深入探討教師知識管理與教師教學效 能之關係。 （三）在知識管理內涵中，將資訊科技層面獨立出來加以探討。 關鍵字：知識管理、教學效能THE RESEARCH OF THE KNOWLEDGE MANAGEMENT AND RELATION OF THE TEACHING EFFICIENCY OF THE PRIMARY SCHOOL TEACHERS IN TAIPEI COUNTY Hsiu-Wei Wu Abstract The research aims at probing into the knowledge management and relation of teaching efficiency of the primary school teachers in Taipei County, and it also analyzes the different variables of the backgrounds of the teachers whose difference situations of their knowledge management and teaching efficiency. Questionnaire investigation regards primary school teachers in Taipei County as the population, and it adopts the quota sampling.And with the ' knowledge management and teaching efficiency questionnaire of primary school teacher in Taipei County ', the questionnaire investigation was carried on by 904 school teachers of 57 primary schools in Taipei, the retrieve rate was 85.5%, the effective questionnaire was 758, and the availability was 83.84%. The data got from the retrieve questionnaire were by statistical way of frequency distribution, percentage, mean, standard deviation, t test, one-way ANOVA, Pearson product-moment correlation, and typical correlation etc. to analyze the data. According to the data analysis, the conclusions were as follows： 1. The level of the knowledge management and relation of teaching efficiency of the primary school teachers in Taipei County was above the average to display. 2. The knowledge management and relation of teaching efficiency of the primary school teachers in Taipei County are influenced to differentiate by their education backgrounds and of their present positions. There is no obvious influence among age, sex, seniority, and the scale of the schools. 3. The whole teaching efficiency of the primary school teachers in Taipei County is influenced to differentiate by sex, education backgrounds, and present positions. There is no obvious influence among age, seniority, and the scale of the schools. 4. The better knowledge management of the primary school teachers in Taipei County, the better teaching efficiency. Based on the findings and conclusions of the research, proposing the following suggestions： First, suggestions to the organization of the educational administration (1) Declare the ideas of the knowledge management continuously; promote the practice of the primary school teacher; stipulate the method of promoting knowledge t management Pay attention to guide the development of the knowledge management of the school. (2) Make the fair, rational, and objective evaluation system of the teaching efficiency of the teachers; set up a set of objective ones of the teaching efficiency of the teachers in order to improve the professional status and teaching efficiency of the primary school teachers. Second, suggestions to the school administration (1) Respect the elders and senior teachers, encourage them to share their teaching experiences; establish the professional team of senior teachers to improve teaching efficiency of the teachers. (2) Encourage the teacher to carry on the knowledge management, and promote teaching efficiency of the teachers. (3) Set up the mechanism of the posts of the teachers to shift, encourage the teachers to participate in the administrative work of the school. Third, suggestions to the teachers. (1) Engaged in the knowledge management of the teachers actively, and promote teaching efficiency. (2) Set up professional education academic learning community, and carry on the professional dialogue. (3) Participate in studying and training actively, and improve one's own professional accomplishment. (4) Dare to accept the evaluation of the teaching efficiency of the teachers, set up professional status of the teachers, and promote their teaching efficiency. (5) Participate in the administrative work of the school actively; improve the teaching efficiency of the teachers and the ability of their knowledge management. Fourth, the suggestions to the future studying (1) Probe into the situations of the teachers in different districts of counties, cities; or the different education stages. (2) Complement and study with the qualitative method, such as interview, observing, etc., probe into the knowledge management and relation of teaching efficiency of the teachers. (3) In the intension of the knowledge management, separate to probe into the scientific and technological aspect of the information. Key word: knowledge management , teaching efficiency知識管理教學效能knowledge managementteaching efficiency