| 英文摘要 |
Based on survey method, the target population of this study was elementary teachers in Hsinchu city and county, and 394 effective samples were obtained by purposive sampling. The results show that 80% teachers have not taken multicultural education. lementary teachers tend to have good multicultural literacy, and good interaction with female new immigrant parents. Teachers attending multicultural courses have better multicultural literacy. Age, numbers of female new immigrant children ever taught, and attending multicultural courses show a significant difference on parent-teacher interaction. It shows that teachers who are over 46 years old, teaching more than 21 children of female new immigrant parents, and attending multicultural courses have a better parent-teacher interaction. There is a significantly positive correlation between elementary teachers’ multicultural literacy and parent-teacher interaction. Level of education, teaching more than 21 children of female new immigrant parents, and multicultural literacy are the predictors on parent-teacher interaction and have 26.8% of variance. Finally, teachers are recommended to enhance their multicultural literacy, and interact with female new immigrant parents positively and proactively. Schools and educational administrative units should deliver more multicultural courses or workshop, in order to enhance teachers’ multicultural literacy. Moreover, teachers can share their experiences of how to interact with female new immigrant parents. |
