Title:
THE IMPACT OF COLLEGE ART TEACHERS' TEACHING BELIEF ON TEACHING DESIGN ABILITY: BASED ON THE PERSPECTIVE OF INNOVATIVE TEACHING

Authors:
Ying Luo, Thailand

Abstract:
This study aims to explore the relationship between teaching beliefs, innovative teaching, and instructional design abilities among art teachers. The research hypotheses include the positive influence of teaching beliefs on instructional design abilities, the positive influence of teaching beliefs on innovative teaching, the positive influence of innovative teaching on instructional design abilities, and the mediating role of innovative teaching between teaching beliefs and instructional design abilities. Through a questionnaire survey using convenience sampling, 411 art teachers were surveyed. The empirical analysis revealed that the teaching beliefs of art teachers have a positive impact on instructional design abilities and innovative teaching. This implies that teaching beliefs play a crucial role in enhancing instructional design abilities and innovative teaching. Additionally, innovative teaching was found to mediate the relationship between teaching beliefs and instructional design abilities. This indicates that innovative teaching can act as a bridge between teaching beliefs and instructional design abilities, facilitating their relationship and effectiveness. In conclusion, the empirical analysis of this study supports the positive influence of teaching beliefs on instructional design abilities and innovative teaching, as well as the mediating role of innovative teaching between teaching beliefs and instructional design abilities. These research findings provide important insights into the development of teaching beliefs and capabilities among art teachers in the field of education.