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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.

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