Tzu-Hua Huang｜Assistant Professor, Department of Education, Taipei Municipal University of Education｜anteater1029@mail2000.com.tw
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This study analyzes the relationship between teachers’ teaching belief and information literacy. Teachers’ information literacy is based on indicators proposed by the International Society for Technology in Education (ISTE) in 2008. With regards to teachers’ teaching belief, cluster analysis is applied to divide teachers into Cluster 1: High scores for both direct transmission and constructivist; Cluster 2: High score for constructivist; Cluster 3: High score for direct transmission; and, Cluster 4: Low scores for both direct transmission and constructivist, analyzing their relationship with teachers’ information literacy. Research results are as follows: 1. Teachers with high scores for both direct transmission and constructivist represented the highest percentage, while teachers with low scores for both direct transmission and constructivist represented the lowest percentage; 2. Teachers with high scores for both direct transmission and constructivist had better information literacy, while teachers with low scores for both direct transmission and constructivist had poor information literacy. After applying one-way ANOVA to the total scores of teachers in the four clusters for information literacy, this study found that there was a significant difference in the information literacy of teachers in the four clusters. This shows that teachers’ teaching belief is significantly related to their information literacy, and that constructivist is a better match with the spirit of information literacy, so teachers who believed in constructivist had higher information literacy.
Keywords: Teacher’s information literacy, Teaching Beliefs, Cluster Analysis