Teaching Role Identification and Role Performance of Kindergaten Teachers

• Main Authors: Yie Su Huang, 黃意舒
• Other Authors: Lian Uen Mau
• Format: Others
• Language: zh-TW
• Published: 1994
• Online Access: http://ndltd.ncl.edu.tw/handle/83975785658200652921

博士 === 國立政治大學 === 教育學系 === 82 === The Main Purpose of this study were two: ヾ To set up and examine the kindergaten teachers' teaching role model. ゝTo investigate the independent variables' effect on the kindergaten teachers' teaching role-identification and role- performance. By Exploratory Factor Analysis, 95 teaching role items from social expectation were divided into 5 variables, and the items of each variable were divided into 2 indicators. 655 in-service kindergaten teachers were the samples of this study. The model of role-identifiacion influencing on role- performance and the model of teaching role-performance were examined by Linear Stuctual Relations. Independent variables' effect on the dependent variables were examined by Correlation, MANOVA, and Discriminant Analysis. A model of kindergaten teachers' teaching role-socialization was presented in this study, and it was most supported by the statistical results. Kindergaten teaching role scales were set up from the oppinions of social culture system. Novice teachers showed they rather identifided those role variables and indicators. Role identification influenced role performance. Role identifiation or role performance were influenced by different teacher training program, teaching-year, Stages in career development, chances of in-service training, different schools, and the ratio of teacher/childern.The model of teaching role-identity was explained by the model of teaching role- performance, it was set up by pre-study and fitted in this study sample by LISREL analysis. The result of this study also showed that role- identifcation didn't change in first 5 teaching years, but did change along the stages of career development. In this study, There were several suggestions about kinderga- ten teachers' teaching role, professional growth, training progrom, and post- studies of teaching in kindergaten.