PDCA循環應用於幼兒園教學品質管理系統之研究

本研究旨在根據文獻探討建構幼兒園教學品質管理系統PDCA循環，並做為自編研究問卷架構。研究方法以問卷調查和半結構式訪談，探討新北市公立學校附設幼兒園教師實施教學品質管理和教學品質管理績效之現況、差異和關係，探究幼兒園教師實施教學品質管理之實際困難與實施教學品質管理是否能使幼兒園績效獲得提升。本研究回收有效問卷 151份，資料以敘述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關和迴歸分析等進行統計分析。本研究結論為：一、新北市公立學校附設幼兒園教師實施教學品質管理和績效之現況良好，以「Do教學實施階段」和「教學品質管理的滿意度」最佳。二、不同背景之幼兒園教師實施教學品質管理和績效有部分差異：1、個人背景變項對於「幼兒園教學品質管理」的實施沒有差異；環境背景變項的「幼兒園規模」對「Plan教學設計階段」有顯著差異。2、個人和環境背景變項對「教學品質管理的競爭力」沒有差異；「教學品質管理的滿意度」因「教師年齡」、「服務年資」和「教師類別」之不同而有差異。三、幼兒園教學品質管理PDCA循環各階段互為正相關；「Do教學實施階段」和「Act教學改善階段」能預測「教學品質管理的競爭力」，但幼兒園教學品質管理各階段無法預測「教學品質管理的滿意度」。四、幼兒園教師實施教學品質管理的實際困難：1、教師缺乏教學品質共識是教學品質管理的阻礙；2、教師的工作負荷過重而難以顧及教學品質；3、教師的流程管理專業知能不足將影響教學目標達成；4、教師兼任行政職務而無法督導教學改善。五、推動幼兒園實施教學品質管理之具體策略：1、凝聚教學品質管理共識並推動全員參與教學改善；2、建立涵蓋行政與教學層級的幼兒園教學品質管理團隊；3、營造使教師專注於教學實施和教學改善的工作環境；4、鼓勵教師充實教學品質管理專業知能；5、應用PDCA循環做為幼兒園教學品質管理系統之標準化流程。最後，依據研究結論提出相關建議，以供幼兒園教師、幼兒園機構、教育主管機關與未來相關研究之參考。

關鍵字

全面品質管理； PDCA循環；幼兒園；教學品質管理

並列摘要

This study investigated the application of the Plan-Do-Check-Act (PDCA) cycle in education, formed the basis for the PDCA cycle as applied to preschool teaching quality management systems, and served as the framework for the self-designed questionnaire used herein. The research method consisted of a questionnaire and semi-structured interviews to investigate the implementation of teaching quality management and teaching quality management performance by preschool teachers in New Taipei City public schools. Additionally, the practical difficulties of implementing teaching quality management and associated improvements to preschool performance were explored. The data of 151 viable questionnaires was analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and regression analysis. The findings of this study are as follows: (1) Teaching quality management and performance were well-implemented by preschool teachers in New Taipei City public schools, especially during the “Do” stage and in terms of overall satisfaction. (2) Implementation of teaching quality management varied somewhat among preschool teachers according to their background: (a) individual background had no impact on the implementation of preschool teaching quality management; however, preschool size was a significant environmental factor during the “Plan” stage; (b) individual and environmental factors did not affect levels of competitiveness for teaching quality management in preschools; however, degree of satisfaction with teaching quality management varied with teacher age, length of service, and position. (3) Each stage of the PDCA cycle in preschool teaching quality management had mutually positive effects. Moreover, the “Do” and “Act” stages served as predictors of competitiveness. However, degree of satisfaction with teaching quality management could not predicted by any of the four stages. (4) Practical difficulties of implementing teaching quality management for preschool teachers: (a) lack of agreement on quality among teachers; (b) difficulty implementing quality teaching due to excessive workload; (c) insufficient process management expertise to achieve education goals; (d) inability to oversee teaching improvement due to concurrently performing administrative duties. (5) Specific strategies for promoting the implementation of teaching quality management in preschools: (a) reach a consensus on quality and promote the involvement of all staff in improvement; (b) establish collaborative teaching quality management teams consisting of teachers, supervisors, and administrative personnel; (c) create a workplace environment conducive to a focus on teaching; (d) encourage teachers to develop proficiency in delivering quality education; (e) include the PDCA cycle in standard operating procedures for preschool teaching quality management systems. Finally, relevant suggestions are proposed for the reference of early childhood educators, preschools, educational authorities, and future research.