中彰投地區國民小學附設幼兒園教師專業發展之調查研究

Professional Development of Elementary School Affiliated Preschool Teachers in the Central Taiwan

本研究旨在探究幼兒園教師專業發展之現況，以及不同背景變項幼兒園教師專業發展的差異情形。本研究使用研究者自編之「幼兒園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，獲致「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。本研究以中彰投地區國民小學附設幼兒園教師共231位為研究對象，進行正式問卷調查。問卷調查蒐集之資料，經統計分析後獲致如下之重要發現：一、幼兒園教師專業發展總分高於平均數，以「幼兒教保知能」層面的得分最高。二、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。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。

The purpose of this study was to explore the current states of the preschool teachers' professional development, and the differences of the preschool teachers' professional development with respect to different background variables. The questionnaire of the preschool teachers' professional development was used in this study. The data collections toward exploratory factor analysis find out four factors: the professional knowledge and ability of early childhood and education, the administration, the classroom management, and the explorative integration. 231 preschool teachers in the central Taiwan were the participants.After statistic analysis, the important findings were as follows:1. The score of total teachers' professional development was higher than mean value. And then, the score of 'the professional knowledge and ability of early childhood and education' was the highest than other dimensions.Ⅱ. There were significant differences in the teachers' professional development in terms of the teacher's certificate and duty, but no significant differences in terms of teacher's age, seniority, academic degree, scale and location of preschool.Consequently, according to the suggestions of the result, it offers a suggestion for the administrations, the directors and teachers, and the future study.