幼稚園教師專業成長與教學效能之研究

A Study of the Teachers’ Professional Growth and Teaching Effectiveness in Kindergarten

陳雪芳(Hsueh-Fang Chen)

指導教授 ： 黃儒傑 ； 盧绣珠

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2008年)

摘要

本研究旨在探討幼稚園教師專業成長與教學效能之關係。首先，了解幼稚園教師專業成長與教學效能的現況；其次，分析不同背景變項在幼稚園教師專業成長與教學效能之差異情形；再者，分析幼稚園教師專業成長與教學效能之相關。
本研究除了探討幼稚園教師專業成長與教學效能之理論與相關研究外，並採用問卷調查法及訪談調查法，蒐集台中市、台中縣、彰化縣、南投縣已立案之公、私立幼稚園教師專業成長與教學效能之問卷資料及訪談資料。以分層隨機方式進行抽樣，共發出588份問卷，回收有效問卷共計394份，使用之研究工具為自編之「幼稚園教師專業成長與教學效能問卷」，問卷回收後，以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關及逐步多元迴歸等統計方法進行資料分析。在訪談調查部分，乃針對五位幼稚園教師進行訪談。
本研究結果共獲致下列五點結論：
一、幼稚園教師對於自己的專業成長現況普遍持肯定態度，其中又以「教育專業精神」具有較佳的內涵。
二、幼稚園教師專業成長會受到「幼稚園所處地區」及「教師教學年資」之不同而有所差異。
三、幼稚園教師大部分都有良好的教學效能，其中又以「教學策略互動與班級經營」表現最好。
四、幼稚園教師教學效能會受到「幼稚園所處地區」、「幼稚園性質」、「幼稚園規模」及「教師教學年資」之不同而有所差異。
五、幼稚園教師專業成長與教學效能兩者關係呈現正相關，且由幼稚園教師專業成長可以預測教師的教學效能。
根據本研究結果，分別對教育行政機關、幼稚園、幼稚園老師及未來研究提出相關建議如下：
一、教育行政機關宜針對幼稚園教師規劃適宜的研習觀摩活動，建立全國性幼稚園教育專業組織，提供其專業成長環境，以提升教學效能。
二、幼稚園宜針對幼稚園教師專業成長之進修機會，提供彈性的實施辦法，並對其教學效能進行瞭解，協助改進教學。
三、幼稚園教師宜利用各種可促進專業成長之管道，增進專業成長，並進行教學反思，堅持專業理念，加強親師關係，以提昇教學效能。
四、未來可針對幼稚園教師專業成長與教學效能之影響因素做更深入之探討，或進行質性研究。
最後，期望上述建議對幼兒教育將來的發展能有所助益。

關鍵詞：幼稚園教師、專業成長、教學效能

關鍵字

教學效能 ； 專業成長 ； 幼稚園教師

並列摘要

This study aims to delving into the relationship between the teachers’ professional growth and teaching effectiveness in kindergarten. The main points are to realize the condition between the teachers’ professional growth and teaching effectiveness in kindergarten. Analysis the difference of the teachers in kindergarten under different individual and environmental background variables, and the correlation between the teachers’ professional growth and teaching effectiveness in kindergarten.
Apart from using literatures to discuss the theories and related researches for the teachers’ professional growth and teaching effectiveness in kindergarten, this study adopts questionnaire and interview surveys by collecting questionnaire and interview data about the teachers’ professional growth and teaching effectiveness from registered public and private kindergartens in Taichung City, Taichung County, Changhua County, and Nantou County. By stratified random sampling to conduct the sampling, a total of 588 questionnaires were distributed with 394 effective ones retrieved. The study tool used is self-designed “Questionnaire of the teachers’ professional growth and teaching effectiveness in kindergarten.” After retrieving questionnaires, statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-moment correlation, and Stepwise multi-regression were used to conduct data analysis. In the respect of interview survey, the interview on five kindergarten teachers was conducted.
Findings of this study bring out five conclusions given below:
1. It shows a good status for kindergarten teachers’ professional growth which has widely earned positive affirmation from teachers, among which the aspect of “Professional Mind for Education” is considered important.
2. Affected by background factors such as “area in which the kindergarten is located” and “teachers’ teaching seniority”, it appears difference for kindergarten teachers’ professional growth.
3. Generally, kindergarten teachers’ teaching effectiveness presents good performance, among which the aspect of “Instructional Strategies, Mutuality, and Class Management” is considered important.
4. Affected by background factors such as “area in which the kindergarten is located”, “nature of kindergarten”, “scale of kindergarten”, and “teachers’ teaching seniority”, it appears difference for kindergarten teachers’ teaching effectiveness.
5. It presents positive correlation for relationship between the teachers’ professional growth and teaching effectiveness in kindergarten. The kindergarten teachers’ professional growth can make prediction of the teaching effectiveness.
We would come up suggestion for competent authorities in educational administration, kindergarten, kindergarten teachers, and future studies according to findings of this study given below:
1. Competent authorities in educational administration should plan suitable workshops or conferences for kindergarten teachers, and establish nation-wide organization of professional kindergarten education to provide a professional growth environment for kindergarten teachers to promote teaching effectiveness.
2. Kindergartens should scheme a flexible method of the advanced studies for kindergarten teachers’ professional growth, and make an understanding of teachers’ teaching effectiveness for the assistance of the teaching improvement.
3. Kindergarten teachers should take advantage of various opportunities for professional growth, make teaching reflection, insist on the professional concepts, and cement the relationship between teacher and parents to facilitate teaching effectiveness。
4. Future researches can be focused on the influential variables of the kindergarten teachers’ professional growth and teaching effectiveness by making a grain-finer study or qualitative research.
Finally, in the hope that these suggestion benefit to future development for early childhood education.

Keywords: Early Childhood Teacher, Professional Growth,
Teaching Effectiveness

並列關鍵字

Teaching Effectiveness ； Professional Growth ； Early Childhood Teacher

參考文獻

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