本研究旨在瞭解幼稚園教師的教學知識與教學承諾之現況、分析不同背景變項在幼稚園教師的教學知識與教學承諾之差異情形,以及探討幼稚園教師的教學知識與教學承諾之關係。 採用問卷調查法及訪談法,以叢集抽樣方式進行抽樣,共寄發500份問卷,回收有效問卷共計308份(有效回收率為62%)。研究工具為「幼稚園教師教學態度調查問卷」,將調查所得之結果分別以描述性統計、單因子變異數分析、Pearson積差相關及逐步多元迴歸分析等統計方法進行資料分析。在訪談的部分,乃抽取四位幼稚園教師進行訪談。本研究結果共獲致以下六項結論: 一、幼稚園教師的教學知識因層面的不同而略有差異 二、幼稚園教師大多具有良好的教學承諾 三、幼稚園教師的教學知識,因教學環境及教師特質的不同而有差異 四、幼稚園教師的教學承諾,因教學環境及教師特質的不同而有差異 五、教學知識對教學承諾約具有二至四成的預測力,且以自我知識 及一般教學知識層面最具預測力 六、教學知識對額外投入層面的教學承諾具有較高的相關性
This study was aimed to investigate the current situations of kindergarten teachers’teaching knowledge and teaching commitment.The differences among teachers with different background variables were analyzed and to explore the relationship among kindergarten teachers’teaching knowledge,and teaching commitment. A questionnaire survey and interviews were conducted to collect research data.Based on cluster sampling,a total of 500 questionnaires were distributed,and 308 valid copies were obtained (valid response rate=62%).The collected data were statistically analyzed using mean,standard deviation, factor analysis,test of reliability,one-way ANOVA,and multiple regression.In the aspect of interview,4 kindergarten teachers were selected and interviewed on the phone.Six conclusions were derived from the research findings : 1.Kindergarten teachers hold slightly different knowledge for different perspectives. 2.Most kindergarten teachers keep confirm manner about commitment. 3.Kindergarten teachers’teaching knowledge are influenced by teaching environment and teacher’s personal traits. 4.Kindergarten teachers’teaching commitment is influenced by teaching environment and teacher’s personal traits. 5.Teaching knowledge can be used to predict 20-40% of teaching effectiveness,especially in the aspect of performance. 6.Teachers’teaching knowledge is more closely related to teach of commitment interaction.