幼兒園教師領導與教師專業發展關係之研究

The Relationship Between the Preschool Teacher Leadership and Preschool Teachers’ Professional Development

劉乙儀(Yi-Yi Liu)

指導教授 ： 魏宗明 ； 張瑞村

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

本研究旨在探究幼兒園教師領導與教師專業發展的關係，藉由探討教師領導與教師專業發展之相關文獻，作為實證研究的學理依據。本研究採用問卷調查法，以瞭解幼兒園教師領導與教師專業發展之現況，教師領導與教師專業發展之關係，以及教師領導對教師專業發展的預測力。

本研究使用的研究工具為研究者自編之「幼兒園教師領導與教師專業發展調查問卷」，預試所蒐集的資料經探索性因素分析，在幼兒園教師領導部分獲得「新手教師的引航者」、「園務經驗的分享者」、「課程教學的領導人」、「專業社群的召集人」、「親職教育的輔導者」等五個因素，解釋變異量為67.493％；在教師專業發展部分獲得「幼兒教保知能」、「園務行政知能」、「班級經營知能」、「探索整合知能」等四個因素，解釋變異量為61.543﹪。本研究對象為中彰投地區之國民小學附設幼兒園教師共231位，正式問卷調查所蒐集的資料，採描述性統計、t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸分析，進行資料處理，獲致如下之重要發現：

一、幼兒園教師領導總分低於平均數，其中以「親職教育的輔導者」層面得分最高；幼兒園教師專業發展總分高於平均數，其中以「幼兒教保知能」層面得分最高。
二、幼兒園教師領導因教師年齡、年資、學歷、職務、幼兒園所在地之不同而有顯著差異，惟不因是否取得幼兒園教師證以及幼兒園規模之不同而有顯著差異。
三、幼兒園教師專業發展因幼兒園教師證取得與否及教師職務之不同而有顯著差異；惟不因教師年齡、年資、學歷、幼兒園規模、幼兒園所在地之不同而有顯著差異。
四、幼兒園教師領導與教師專業發展之間具有顯著的正相關。
五、幼兒園教師領導對教師專業發展具有顯著的預測力。
最後依據研究結果提出具體建議，以供教育行政主管機關、幼兒園主管與教師、以及未來研究之參考。

關鍵字

教師領導 ； 教師專業發展 ； 幼兒園教師

並列摘要

The purpose of this study was to investigate the relationship between the preschool teacher leadership and preschool teacher’s professional development. It was an empirical research base on examines the preschool teacher leadership and preschool teacher’s professional development. The Questionnaire Survey was used in this study to explore the current states, relationships and anticipations of the preschool teacher leadership and preschool teacher’s professional development.

The questionnaire of the preschool teacher leadership and preschool teacher’s professional development was used in this study. The data collections toward exploratory factor analysis find out five factors: the leader of new teacher, the experience participator of administration, the leader of the course teaching, the convener of the professional group and an assistant of parent education in the leadership of preschool teacher. Besides, the parts of preschool teacher’s professional development point out four knowledge factors: the early childhood and education, the administration, the classroom management and the explorative integration. 231 preschool teachers in the central of Taiwan were the participants. Data analysis was conducted by using descriptive statistic, t-test, one-way ANOVA, Pearson correlation analysis and multiple regression analysis.
The results found out:
1.The mean value of an assistant of parent education in the leadership was much higher in the preschool teacher leadership; the mean value of the early childhood and education was high in preschool teacher’s professional development.
2.There was a significant difference on the effect of the preschool teacher leadership on ages, seniority, the educational background, the post of teacher and the location. However, there was no significant difference on preschool teacher''s certificate and a scale of preschool.
3.There was a significant difference on effect of the different posts of teacher and the preschool teacher''s certificate on the preschool teacher’s professional development; afterwards, there was a significant difference on the effect of preschool teacher on ages, seniority, the educational background, the scale of preschool and the location.
4.There was a positive correlation between the preschool teacher leadership and the preschool teacher’s professional development.
5.There was a anticipation on the preschool teacher leadership and the preschool teacher’s professional development.
Consequently, according to the suggestions of the result, it offers a consultation for the administrations, the directors and teachers, and the future study.

並列關鍵字

Preschool Teachers ； Teacher Leadership ； Teachers’ Professional Development

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