教師品德教學行為在家長教養行為與幼兒利社會行為之調節效果及品德教育環境影響之多層次分析研究

A Multi-level Analysis of the Moderating Effect of Teaching Behavior between Parenting Behavior and Children’s Prosocial Behavior and the Influence of Preschool Moral Education Environment

本研究旨在探討教師品德教學行為在家長教養行為與幼兒利社會行為關係之間的調節效果，及了解品德教育環境對教師品德教學行為與幼兒利社會行為關係之間的影響。研究對象為臺南市幼兒園、教師、家長及幼兒，取樣60所幼兒園，240位幼兒園教師，以及1200對家長和幼兒，以階層線性模式分析幼兒園、教師與家長及幼兒三個層次間之變項的關係。研究結果發現，幼兒利社會行為受家長教養行為、教師品德教學行為以及幼兒園品德教育環境影響，且教師品德教學行為在親子之間的教養行為與利社會行為關係具有調節效果；而品德教育環境有強化或弱化教師品德教學行為在親子間教養行為與利社會行為關係的調節效果。根據上述研究發現，提供對教育和未來研究的相關建議。

The multi-level analysis was applied to explore the moderating effect in moral teaching behavior between parenting behavior and children’s prosocial behavior, and to understand the influence of preschool moral education environment. The subjects were preschool teachers in Tainan, a small sampling 60 preschools, a total of 240 teachers, 1200 parents and 1200 children. Besides, the hierarchical linear modeling was applied to analyze the influence of the hierarchical variables between the preschools, teachers, parents and children. The results found that children’s prosocial behavior was affected by moral parenting behavior, moral teaching behavior, and preschool moral education environment. The moral teaching behavior also had a moderating effect on the relationship between moral parenting behavior and children’s prosocial behavior. In preschool moral education environment, administrative support, preschool climate and environment planning may all strengthen or weaken the effect of moral teaching behaviors between parents and children.