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    题名: 幼兒園教師專業發展評鑑之調查研究
    其它题名: The Study of Preschool Teachers Professional Development Evaluation
    作者: 莊桂林
    Jhuang, Guei-Lin
    貢獻者: 幼兒教育學系
    陳木金
    Mu-Jin Chen
    关键词: 教師專業發展評鑑;教師評鑑;幼兒園教師
    teachers professional development evaluation;teachers evaluation;preschool teacher
    日期: 2016
    上传时间: 2016-10-21 16:21:22 (UTC+8)
    摘要: 　　本研究藉由幼兒園教師專業發展評鑑來探討南部地區（嘉義、台南、高雄、屏東）四個區域不同背景變項教師之顯著差異，以及幼兒園教師專業發展評鑑指標之相關及適配程度。本研究問卷使用自編「幼兒園教師專業發展評鑑之調查研究問卷」，實際發放問卷總數為703份，回收有效問卷578份，回收完畢，經SPSS統計軟體進行信度分析、t考驗、單因子變異數分析，以及使用Lisrel模式考驗驗證性因素分析，以推論幼兒園教師專業發展評鑑各項度指標之適配度。經Scheffe’事後比較發現，在地區部分各向度的比較中，「屏東地區」顯著高於其他地區；年資部分，在教師個人信念層面，「5年(含)以下」教師顯著高於其他年資之教師；在課程專業知能層面，21年(含)以上教師顯著高於「5年(含)以下」教師；在教學專業知能及人際關係互動層面，則是「11-15年」與「16-20年」教師顯著高於「5年(含)以下」教師。研究者分析後發現，僅園所地區為背景變項有顯著差異，其餘背景變相皆無顯著差異，且在研究中可以看出幼教現場工作者在男性方面仍屬偏低。
    　　The study aimed at using the professional development evaluation of preschool teacher to explore the significant differences in background variables of teachers from four areas in the southern region (Chiayi, Tainan, Kaohsiung, Pingtung), and it also attempted to determine the relevance and degree of adaptation of the indicators of the professional development evaluation of preschool teachers. In this study, ＂Survey of Preschool Teachers' Professional Development Evaluation Questionnaire＂, which was developed by the researcher himself, is used. The total number of 703 questionnaires was distributed and 578 valid questionnaires were collected. By SPSS statistical software, reliability analysis, t test, and one way ANOVA were conducted; furthermore, LISREL model is used for confirmatory factor analysis to infer degree of adaptation of the index of the preschool teachers' professional development evaluation. Using Scheffé Method, the followings were found: in comparison portion of each dimension of the region, ＂Pingtung＂ is significantly higher than other regions; at the level of teachers' personal beliefs, teachers with ＂5 years (inclusive)＂ working experience are significantly higher than teachers with other seniority; in the course of professional knowledge and ability, teachers with ＂21-year (or more)＂ working experience are significantly higher than teachers with ＂5 years (inclusive)＂ working experience; in professional teaching knowledge and interpersonal interaction levels, teachers with ＂11-15 years＂ and ＂16-20 years＂ working experience are significantly higher than teachers with ＂5 years (inclusive)＂ working experience. The researchers found that, only the location of the preschool and working experience as background variables has significant differences, and no other background variables have significant differences; one can also found that, in the study of early childhood education field, male workers are still relatively low in numbers.
    显示于类别:[幼兒教育學系] 博碩士論文

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