The Relationship among Teaching Beliefs, Student-Centred Teaching Concept and the Instructional Innovation

Abstract

The 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.