| Abstract: | 本研究旨在瞭解新北市國民中學教師知識分享與教學效能之現況，探討教師知識分享與教學效能之關係。根據文獻探討及相關實證之研究結果設計問卷，以新北市公立國中現職教師為研究對象（N＝461），進行問卷調查，回收問卷數據以描述統計、t考驗、單因子變異數分析與事後多重比較、Pearson相關、逐步迴歸等方式進行統計分析與討論。
本研究結果主要如下：
一、國中教師知識分享現況整體良好，以「分享個人知識」向度得分最高。
二、國中教師教學效能現況知覺情形佳，以「教材內容呈現」向度得分最高。
三、國中教師知識分享依其背景變項不同之差異性分析上，「性別」、「年齡」、「任教年資」及「擔任職務」在教師知識分享整體或向度有顯著差異存在。
四、國中教師教學效能依其背景變項不同之差異性分析上，不同「年齡」、「任教年資」、 「擔任職務」、「任教科目」及「學校規模」變項在教師教學效能整體或向度有顯著差異存在。
五、國中教師知識分享整體與教學效能整體之間呈正相關，教師知識分享情形愈好，教學效能情形愈佳。
六、根據迴歸分析得知國中教師知識分享對教師教學效能具足夠的預測力，檢定結果達顯著水準；國中教師知識分享對教學效能整體之預測力達43.2%，其中以「分享個人知識」、「鼓勵學習動機」、「分享教學技能」較具預測力。
The purposes of this study were to understand the current knowledge sharing and teaching effectiveness among junior high school teachers in New Taipei City, and to examine the relationship between knowledge sharing and teaching effectiveness. The study is conducted with questionnaires designed based on literature review and related empirical studies. The questionnaires were distributed to the junior high school teachers in New Taipei City, and 461 valid questionnaires. According to the answers given by the respondents, data were analyzed by using descriptive statistic, t-test, one way ANONA, Pearson correlation, and multiple stepwise regression analysis. Then the collected data were analyzed and discussed.
The major findings of this study were summarized as follows:
1. The junior high school teachers in New Taipei City show good knowledge sharing with the highest satisfaction in “personal knowledge sharing.”
2. The junior high school teachers in New Taipei City show high teaching effectiveness with the highest satisfaction in “teaching materials rendering.”
3. The variance analysis of teachers’ knowledge sharing shows that variables such as “gender”, “age”, “working years”, “job title”, have significant differences in teachers’ knowledge sharing.
4. The variance analysis of teachers’ teaching effectiveness shows that variables such as “age”, “working years”, “job title”, “teaching subject” , “size of school”, have significant differences in teachers’ teaching effectiveness.
5. There is a positive correlation between teachers’ knowledge sharing and teaching effectiveness, which means the better the teachers’ knowledge sharing is, the better the teachers’ teaching effectiveness is, and vice versa.
6. Simultaneous multiple stepwise regression analysis indicates that the teachers’ knowledge sharing has ample explanation to teachers’ teaching effectiveness. All the aspects of teachers’ knowledge sharing account entirely for 43.2% of variance, and among them “personal knowledge sharing”, “encourage motivation”, “teaching skills share” have the greatest influence. |
