- 學位論文
桃園縣公立幼稚園教師對實施新移民子女優先就讀措施之接納態度
Investigation of Pre-school Teachers’ Attitudes toward the Admission of Children of Foreign Spouses on A Higher Priority Basis in Public Kindergartens in Tao-Yuan County
摘要
摘 要 本研究旨在探討桃園縣公立幼稚園教師對實施新移民子女優先就讀措施之接納態度，以及不同背景變項的公幼教師對新移民子女優先就讀之接納態度的差異情形與預測效果。研究方法以問卷調查法為主，訪談法為輔，以自編之「桃園縣公立幼稚園教師對新移民子女優先就讀措施之態度量表」為研究工具，以桃園地區203位公立幼稚園教師為研究對象，進行普查，有效樣本數為183，回收率為91%。所得資料以平均數、標準差、單因子變異數分析，以及多元逐步回歸等進行統計分析。本研究之主要發現為： 一、 桃園縣公幼教師對實施新移民子女優先就讀公幼措施上的整體態度為正向，特別在情感上認同此措施以及新移民子女的需要，但在認知及行為上遭遇困難，需要教育行政與學校行政的支援。 二、 不同年齡、婚姻狀況、教育程度、教育背景、任教區域、有無兼任行政職務、接觸新移民子女程度等之公幼教師，其接納態度並無顯著差異。 三、 不同教學年資對公幼教師的接納態度有顯著差異，其中教學年資6~10年教師的接納態度顯著低於其他公幼教師。 四、 「教學年資6~10年」對公幼教師的整體接納態度最具有預測力，且其回歸係數為負值，顯示可以預測年資為6~10年的教師，其在實施新移民子女的接納態度會有較低的表現。 五、 桃園縣公幼教師完全贊同此教育措施的原因為：及早接受學前教育，可補足新移民家庭教育功能的不足；與私幼相較，公幼的師資和設施較完善，能提供較良好的學前教育；公幼費用較低，能提高新移民子女就學意願。 六、 桃園縣公幼教師完全不贊同此教育措施的原因為：對本地生其他有相同需求的幼兒並不公平，而且班級中的弱勢兒童增加，造成叫失沉重負擔。 根據以上研究結果，研究者對教育行政機關、學校、教師，以及未來研究提出建議。
並列摘要
Abstract The purpose of this study was to explore pre-school teachers' attitudes toward the admission of children of foreign spouses on a higher priority basis in public kindergartens in Tao-Yuan County. In addition, the study investigated to what extent their different personal backgrounds and working experiences influenced their attitudes and what factor can predict their attitudes the best. 203 pre-school educators in Tao-Yuan County participated in the study. Among them 183 participants gave their opinions, 91% participatory rate was gained. The quantitative analysis of the questionnaires was conducted through descriptive statistics in order to indicate the direction and relationship between personal backgrounds of pre-school teachers and their attitudes. The main findings were as follows: 1. Results of this study reflected highly positive attitudes of pre-school teachers toward the admission of children of foreign spouses on a higher priority basis in public kindergartens. Pre-school teachers agree with this policy, and the need of children of children of foreign spouses; however, they have difficulties in putting the policy into practice and they need support from educational authorities and administration of school. 2. There were no significant differences in age, marital status, education level, education background, location of kindergartens, engagement in administrative job, and degrees of contact with children of foreign spouses on pre-school teachers’ attitudes. 3. The teachers with 6-10 years of experience showed the lowest degree of acceptance in comparison to the other teachers. 4. Teachers with 6-10 years of experience could be predicted to have lower attitudes than others.