A Correlational Study on Teacher Professional Development Activities, Adopting Innovations, Teacher Collaboration, and Curriculum Design Satisfaction between Teachers and Industry Experts in Department of Applied English of Universities of Science and Technology

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This study aims to examine the relationship among teacher professional development activities, adopting innovations, teacher collaborative, and curriculum design satisfaction between teachers and industry experts. A questionnaire was measured on 52 teachers and 56 industry experts in Department of Applied English of Universities of Science and Technology in central Taiwan. Data were analyzed using descriptive statistics, two-way analysis of variance, Pearson product-moment correlation, path analysis, and hierarchical linear model. Our findings implied that: 1) there is the interaction effect on teacher professional development activities and teachers adopting innovations; teachers and industry experts are most frequently participated teacher professional development activities with high level of interactive and middle-end of adopting innovations, had highest mean values of curriculum design satisfaction scores, teachers and industry experts are most frequently participated teacher professional development activities with middle-end level of interactive and middle-end of adopting innovations, had lowest mean values of curriculum design satisfaction scores, 2) a significantly positive correlation existed between teachers collaboration and teachers adopting innovations, 3) a significantly effect existed contextual variables of macro level on curriculum design satisfaction, 4) a significantly cross-level interaction effect existed between teachers and industry experts on adopting innovation, 5) teachers are most frequently participated teacher professional development activities with medium level of interactive; industry experts are most frequently participated teacher professional development activities with low level of interactive, 6) teachers' level of adopting innovations is low and industry experts are with high, 7) the kind of teacher collaboration is coordination, and 8) curriculum design satisfaction on teacher and industry experts is upper-intermediate.