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objective of this study is to investigate the relationship among teachers’ teaching
beliefs, student-centred teaching concept and instructional innovation in
Taiwan. The study was conducted with the participation of 538 teachers of
elementary schools. A questionnaire of the “teaching beliefs and instructional innovation”
designed by the authors was used as the data collection instruments. The
descriptive statistics, Pearson product-moment correlation and multiple regression
analysis were used in this study. Analysis results showed that: 1) There is a
positive relationship between the teaching beliefs and the instructional innovation.
2) Teacher with a high degree of student-centred teaching concept would exhibit
a higher level style of instructional innovation. 3) Multiple regression
analysis can be used to infer causal relationships between the teachers’ teaching
beliefs and instructional innovation.