School Organizational Climate For Innovation, The Relationship Of Teaching Efficacy And Teachers' Innovative Research

Every school has its unique organizational atmosphere, which affected teachers directly or indirectly, and affected the psychology and behavior of teachers in persistent state particularly. In the domestic research, it is shown that certain school factors are correlated with Teacher's Efficacy and Teaching Behavior. But many factors are relatively fragmented, and can not be explained or validated the Organization Innovations' relationship with them as a whole. For school education, only by innovative education could innovative personnel be cultivated. Teaching process is the core of the entire school education, and teaching innovation should be given primary importance among priorities. Innovative education reform requires to meet education requirements by continuously reforming and innovating in the teaching process. But what's the relationship among the innovative teacher education, teacher efficacy and school organizational atmosphere? Studies have not been clearly answered.This research will focus on this relationship and hope to further substantiate the analysis of related issues. To investigate the following questions:(1) Examine the characteristics of school innovative organizational atmosphere, teaching efficacy and teaching innovation.(2) Examine the relationship among school innovative organizational atmosphere, teaching innovation and teacher efficacy. Supposed that teacher efficacy plays an intermediary role between teacher creativity and innovative organizational atmosphere.(3) Examine the influence of school innovative organizational atmosphere for teaching innovation and teacher efficacy.Questionnaire was used in this research,1,059 secondary school teachers were selected randomly in Shaanxi, and investigated their impact factors of innovation in school education and individual.SPSS16.0 and LISREL8.70 statistical analysis software were used to processing research data. The main methods used in this research were ANOVA,HLM,correlation analysis, regression analysis and SEM.The main conclusions are as follows:(1) Secondary school innovative organizational atmosphere was the middle level of living, The seven dimensions of which including leadership effectiveness, organizational philosophy, team functioning, learning and growth, work conditions of atmosphere, strong social values and policy have significantly correlaition with teaching age, school type and school location.(2) Secondary school teacher's have generally high-efficacy, personal teaching efficacy was significantly higher than the general teaching efficacy, which means the individual evaluation of their teaching ability and level was higher than the role of students' education. teaching age, school type and school location were positively correlated with teaching efficacy significantly.(3) The teaching innovation of secondary school teachers were of the medium level, teaching age, school type and school location were positively correlated with teaching innovation significantly.(4) School organizational atmosphere were positively correlated with teacher efficacy significantly; Teacher efficacy were positively correlated with teaching innovation significantly; School organizational atmosphere were positively correlated with teaching innovation significantly.(5) Teaching efficacy played a partial intervening effect in organizational innovation and teaching innovation. Teaching efficacy impacted on teaching innovation directly; school innovative organizational atmosphere not only impacted on teaching innovation directly but also through intermediate effects of teaching innovation.