公私立幼兒園使用即時通訊軟體於親師溝通 之調查研究–以台中市為例

本研究目的在探討台中市幼兒園使用 Line 及 Facebook 兩款即時通訊軟體進行親師溝通之認同度，並探討不同背景變項之教保服務人員將即時通訊軟體應用於親師溝通之成效，及使用後所面臨的困境與因應策略。研究工具為自編「臺中市公私立幼兒園教保服務人員使用即時通訊軟體於親師溝通之調查問卷」，透過分層隨機抽樣分析，進行問卷調查法，以台中市公私立幼兒園之教保服務人員為研究對象，共發出575份問卷，回收有效問卷共計391份，可用率68%。並將所得資料進行描述性統計、獨立樣本 t 檢定、單因子變異數分析及皮爾森積差相關等統計方法進行分析，歸納研究結論如下：一、台中市幼兒園教保服務人員將即時通訊軟體應用於親師溝通使用率近八成五，其中公私立幼兒園使用率亦近八成，由此可知台中市不管在公立或私立幼兒園中，教保服務人員均肯定使用即時通訊軟體於親師溝通，將有助於教師與家長在教學層面、幼兒學習與行為表現等溝通之成效；在功能部分Line即時通訊軟體之文字訊息功能使用率達八成五，Facebook軟體之粉絲專頁功能使用率近九成五。二、台中市幼兒園教保服務人員進行親師溝通之管道依序為面對面對談、紙本聯絡簿、電話訪談、即時通訊軟體。其中Line軟體使用率近八成；Facebook軟體使用率近五成。三、台中市幼兒園教保服務人員使用即時通訊軟體於親師溝通之成效量表認同度依序為即時互動與簡易便利，皆介於有些同意以上的認同程度；而困境與因應策略量表認同度依序為因應策略、互動觀感與困境，其中因應策略介於有些同意到大部分同意的認同程度，互動觀感與困境介於不同意到有些同意的認同程度，意旨台中市教保服務人員認為使用即時通訊軟體進行親師溝通，產生困境與困擾之情形並不算多，反而能夠善用即時通訊軟體促進親師之間的關係與合作效益。四、台中市幼兒園教保服務人員使用即時通訊軟體於親師溝通之成效量表，其中簡易便利構面中會因「年齡」、「服務年資」及「現任職務」等背景變項的不同達顯著差異；即時互動構面中會因「年齡」、「服務年資」等背景變項的不同，達到顯著差異。最後透過本研究結果，提供台中市公私立幼兒園之教保服務人員、未來研究者，以及政府幼教機關相關建議以供參考。關鍵字：幼兒園、即時通訊軟體、親師溝通

關鍵字

親師溝通；即時通訊軟體；幼兒園

並列摘要

The main purposes of this study were to investigate the current status of preschool teachers’ use of the Line app and Facebook for parent-teacher communication and analyze the different background variables of preschool teachers, as well as discuss preschool teachers’ views on using Line and Facebook for parent-teacher communication. Preschool teachers of Taichung city were the objects of the study, and using quantitative methods, a questionnaire survey to finish it. A total of 115 kindergartens were selected, 575 questionnaires were sent out, and 400 were recovered, for a recovery rate of 70%. After 391 valid questionnaires were deleted, the availability rate was 68%. Statistical analysis was performed using descriptive statistics, independent sample t test, and one-way ANOVA (one-way analysis of variance). 1. Taichung teacher sedits real-time communication software to teacher communication usage rate close to 80%.The utilization rate of public and private kindergartens is also close to 80%.Teachers who use software actively use real-time communication software with parents on average three times a week or more close to 50%;The usage of the text messaging function of Line's software is 80%, and the fan page feature of Facebook software is nearly 90%. 2. The pipeline of pro-teacher communication is in order of face-to-face interviews, paper contact books, telephone interviews and software.Of these, Line software usage is nearly 80 percent; Facebook software usage almost half. 3. Kindergarten teacher in Taichung City the effectiveness of the use of real-time communication software for teacher communication is in order for real-time interaction and simple convenience, the above two are some of the above agreed with the degree of consent; Dilemma and response strategy oriented to the response strategy, interactive perception and dilemma, In response to the strategy between some consent to the majority of consent, The perception of interaction and the dilemma are somewhere between consent and some consent,.The intention that the use of instant messaging software .Teachers were parents and teachers to communicate, the situation is not much trouble to produce. 4. The results scale will vary depending on the background changes such as 「Age」 , 「Service seniority」 and 「Current position」. According to the findings of the study, we will respectively give advice to preschool teachers, school administrative units, and future academic research to recommend it. Keywords：kindergarten, Instant Messaging Software , parent-teacher communication