中彰投地區國民小學附設幼兒園教師領導與教師專業發展關係之研究

The Relationship between Preschool Teachers' Leadership and Professional Development in Central Taiwan

本研究旨在探究幼兒園教師領導與專業發展的關係 探究幼兒園教師領導與專業發展的關係 探究幼兒園教師領導與專業發展的關係 探究幼兒園教師領導與專業發展的關係 ，採用問卷調查法，並以中彰投地區之國民小學附設幼兒園231位教師為其研究對象，研究結果發現：一、幼兒園教師領導總分低於平均數，以「親職教育的輔導者」得分最高；幼兒園教師專業發展總分高於平均數，以「幼兒教保知能」得分最高。二、幼兒園教師領導因教師年齡、年資、學歷、職務、所在地之不同達顯著差異，惟不因教師證、規模之不同而有顯著差異。三、幼兒園教師專業發展因教師證取得與否及教師職務之不同達顯著差異；惟不因教師年齡、年資、學歷、幼兒園規模、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具顯著正相關。五、幼兒園教師領導對教師專業發展具顯著預測力。

The purpose of this study was to investigate the relationship between the preschool teacher's leadership and professional development. The Questionnaire Survey was used in this study and 231 preschool teachers in the Central Taiwan were the participants. The results were: (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 professional knowledge and ability of 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 position of teacher and the preschool location. However, there was no significant difference on preschool teacher's certificate and the scale of preschool. (3) There was a significant difference on effect of the different position 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.