新竹縣學前教師融合教育班級經營與教學效能之研究

Classroom Management and Teaching Efficiency of Preschool Teachers Implementing Inclusive Education in Hsinchu County

本研究主要目的在探討新竹縣學前教師在融合教育下班級經營與教學效能之現況與彼此之相關。為達到研究目的，以「學前教師融合教育班級經營與教學效能之問卷」作為研究工具，並以2014年度新竹縣市公私立幼兒園教師為研究對象，以分層隨機抽樣方式抽取600位教師進行問卷調查，回收有效問卷511份（回收率為85.2%）。本研究結果獲致下列四項結論，包括一、新竹縣市學前教師之班級經營能力佳；二、新竹縣市學前教師之教學效能表現佳；三、學前教師融合教育班級經營與教學效能有顯著正相關；四、學前教師在融合教育下班級經營對教學效能具有預測力。

This study investigated the relationship between classroom management and teaching effectiveness in preschool inclusive education classes. We analyzed related documents and designed a questionnaire titled ＂Classroom management and teaching effectiveness in preschool inclusive education classes.＂ We selected 600 preschool teachers from Hsinchu County through stratified random sampling and received 511 valid responses, for a response rate of 85.2%. The main findings of this study are fourfold: First, the classroom management of teachers in preschool inclusive education classes exhibits a high degree. Second, the teaching efficiency of teachers in preschool inclusive education classes is near a high degree. Third, classroom management was correlated with teaching effectiveness in preschool inclusive education classes. Fourth, the classroom management of the teachers in preschool inclusive education classes can be used to accurately predict teaching efficiency. I analyzed the collected valid questionnaires and formulated suggestions according to the results. The findings of this study can guide education authorities, preschool inclusive class teachers, and further research.