臺南市公立幼兒園教保服務人員知識分享與專業發展之調查研究

A Study on Public Preschool Educator's Knowledge Sharing and Professional Development in Tainan City

本研究旨在探討臺南市公立幼兒園教保服務人員知識分享與專業發展之研究。本研究採用問卷調查法，以臺南市公立幼兒園教保服務人員為研究對象進行抽樣，有效樣本計有587份。以「公立幼兒園教保服務人員知識分享與專業發展之調查問卷」為研究工具。所蒐集之資料以描述統計、t考驗、單因子變異數分析、事後比較、皮爾森積差相關、逐步多元迴歸等統計方法進行研究分析。獲致下列結論：（1）臺南市公立幼兒園教保服務人員知識分享整體與各層面現況皆為佳，不同年齡、年資者雖有差異但差異不大，不同性別、學歷、職務、規模者無差異。（2）臺南市公立幼兒園教保服務人員專業發展整體與各層面現況皆為佳，不同性別、年齡、年資、職務者雖有差異但差異不大，不同學歷、規模者無差異。（3）臺南市公立幼兒園教保服務人員知識分享與專業發展呈高度正相關。（4）臺南市公立幼兒園教保服務人員知識分享與專業發展互具預測力。
根據研究結果，研究者提出若干建議，提供師資培育機構和教育行政機關，以及幼兒園與教保服務人員之參考。

The purpose of this study is to explore the research on knowledge sharing and professional development of preschool educators in public preschools in Tainan City. This study adopts the questionnaire survey method and takes preschool educators in public preschools in Tainan City as the research object. There were 587 valid samples. The research tool is 'Public Preschools Educators Knowledge Sharing and Professional Development Questionnaire'. Collected data were analyzed by descrip-tive statistics, t-test, one-way ANOVA, post-hoc comparisons, Pearson product-difference correlation and stepwise multiple regression. The fol-lowing conclusions in public preschools in Tainan City are drawn: (1) The overall status of knowledge sharing among preschool educators and at all levels is good. While there were differences between people of different ages and seniority, the differences were not very significant. There are no differences between people of different genders, educational backgrounds, positions, and school sizes. (2) The overall status of professional develop-ment among preschool educators and at all levels is good. Although there were differences among people of different genders, ages, qualifications and positions, the differences were not very significant, and there were no differences among people of different educational backgrounds and school sizes. (3) There is a highly positive correlation between knowledge sharing and professional development among preschool educators. (4) The knowledge sharing and professional development of preschool edu-cators are mutually predictable. According to the research results, the researcher put forward several suggestions to provide teacher training institutions and educational administrative institutions, as well as refer-ences for public preschools and preschool educators.