本研究主要探討幼稚園實習教師教學信念、成就動機與教學承諾之關係,研究樣本係以中部地區四所大學院校(朝陽科技大學、台中教育大學、靜宜大學以及弘光科技大學)幼教學程實習生為主要對象。本研究方法,係同時透過問卷調查(有效樣本246份)與訪談(10位實習教師)之實施,有系統地蒐集幼稚園實習教師教學態度的資料,並經過嚴謹的資料彙整與分析,以了解幼稚園實習教師教學信念、成就動機與教學承諾的現況及其關係。 本研究結論,可歸納以下幾點: 一、幼稚園實習教師的教學信念因層面不同而具有差異。 二、幼稚園實習教師大多具有積極的成就動機。 三、幼稚園實習教師多能認同工作全心投入教學。 四、幼稚園實習教師的教學信念會因教師特質及教學環境的不同而有差異。 五、幼稚園實習教師的教學承諾會因教師特質及教學環境的不同而有差異。 六、教學信念之個人效能層面對教學承諾最具有預測力。 七、成就動機之精熟層面對教學承諾最具有預測力。
This research probes into the correlation of kindergarten practice teachers’ teaching beliefs, achievement motivation, and teaching commitments. The research samples target kindergarten teacher education program trainees of four universities in central Taiwan. (i.e. Chaoyang University of Technology, National Taichung University, Providence University, and Hungkuang University) The study methods adopted are The Questionnaire/Survey (246 valid samples) and Interview (10 trainees) implemented to systematically collect data related to the kindergarten practice teachers’ teaching attitude. The current situation and correlation of kindergarten practice teachers’ teaching beliefs, achievement motivation, and teaching commitments are found through meticulously planned data compilation and analysis. The conclusions of this research are summarized as follows: 1. The kindergarten practice teachers’ teaching beliefs varied as to aspect; 2. Most kindergarten practice teachers show activeness in achievement motivation; 3. Most kindergarten practice teachers are able to relate to their work and are devoted in their teachings; 4. The kindergarten practice teachers’ teaching beliefs varied as to teacher quality and teaching environment; 5. The kindergarten practice teachers’ teaching commitments varied as to teacher quality and teaching environment. 6. The aspect of individual effectiveness under teaching beliefs has the best predictive power for teaching commitments. 7. The aspect of expertise under teaching beliefs has the best predictive power for teaching commitments.