課後照顧中親師互動調查-以嘉義縣市為例

Investigation of Parent-Teacher Interaction of After-School Programs in Chia Yi

林妙珣(Miao-Xun Lin)

指導教授 ： 蘇秀枝

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2014年)

摘要

本研究旨在調查課後照顧中親師互動狀況。研究對象為嘉義縣市課後照顧機構低年級家長。採用問卷調查，共發放問卷786份，回收問卷682份，有效問卷672份，有效問卷回收率85.5%。統計方法採描述性統計、卡方檢定、獨立樣本t檢定、單因子變異數分析進行分析，再依資料結果分析討論。
本研究獲得以下結論：1.互動內容以課業成績為主；管道以聯絡簿為主；頻率介於「幾乎每個月都有」與「幾乎每星期都有」間。2.整體親師互動品質狀況以「互動氣氛」的認同度最高；各構面狀況以「老師與我溝通的過程氣氛平和」的認同度為最高；互動暢通者，校內家長占4.61%；校外家長占19.94%；互動暢通性待加強者，以「輔導管教」的面向占最多。3.不同背景變項與親師互動狀況，在機構類別、機構位置、機構服務天數、機構月費、填問卷者（爸爸、媽媽、其他）、家長年齡、家長學歷、家庭月收入及學生費用減免情形有顯著差異。
本研究提出以下建議：1.建議教師與家長多談論孩子生活；提升家長網路互動頻率；建立適當互動時機；傳承良好互動品質；提供適切互動方式；提升專業素養。2.建議家長提升正確教養知識。3.建議課後照顧機構提升家長參與動機。4.建議未來研究者改變研究對象、方法等，進行更深更廣的探討。

關鍵字

低年級 ； 親師互動 ； 課後照顧

並列摘要

This study aims at surveying the status of parent-teacher interaction in after-school care. The study objects are the parents of lower-grade students in after-school care intuitions in Chiayi. A questionnaire survey was used in this study that a total of 786 questionnaires were issued, 682 pieces of which were returned with 88.5% return ratio, and 672 valid questionnaires were obtained. As for statistical methods, descriptive statistics, chi-square test, independent sample t test, and ANOVA analysis were conducted for analysis, and then the results of analyzed information were discussed.
The conclusions of this study are as follows: 1.The major interactive content is academic achievements; and the major channel is contact book; the interactive frequency is between “almost monthly” and “almost weekly”. 2.As for the quality status of overall parent-teacher interaction, the “interactive atmosphere” is accepted most; concerning the status of every dimension, “The atmosphere of the communication between teachers and I is peaceful” is accepted the most; with regard to the interaction unimpeded persons, parents in the schools’ after-school care accounted for 4.61%; parents out of the school’s after school care accounted for 19.94%; as to which one is required to improve the smooth interaction, the “counseling and discipline” direction accounted for the most. 3.With respect to different background variables and parent-teacher interaction status, there are significant difference in institution type, location of institution, teacher’s service days in the institutions, monthly fees paid to institutions, questionnaires filled persons (fathers, mothers, others), parental age, parental education, family’s monthly income, and the status of student’s fee reduction.
The following suggestions are raised in this study: 1.Suggest that teachers and parents frequently talk about children’s living; promote parental net’s interaction frequency; establish adequate interaction opportunity; pass on the goods interaction quality; provide proper interaction way; promote professional attainment. 2.Suggest that parents promote correct parenting knowledge. 3.Suggest that after-school care intuitions promote parental motive of participation. 4.Suggest that the future researchers change the study objects and methods, in order to conduct deeper and broader exploration.

並列關鍵字

parent-teacher interaction ； after-school care ； lower grade

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