| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士班 === 94 === The purpose of this study is to investigate the teachers'
perceptions of parent-teacher interactions with immigrant mothers and school life adjustments of their elementary school children. The major goals of this study are listed below:
1.Understand teachers' perceptions of parent-teacher interactions
with immigrant mothers and school life adjustments of their
elementary school children.
2.Investigate differences of the parent-teacher interactions with
immigrantmothers and school life adjustments of their elementary
school childrenaccounting for teachers’ background variables.
3.Investigate differences in school life adjustments of elementary
schools on children’s background variables.
4.Realize relations among the background variables of teachers,
children, parent-teacher interactions, and school life
adjustments.
Three questionnaires designed by the author and utilized for data collection included:
1. Personal and demographic information
2. Measurement of parent-teacher interactions with immigrant mothers
3. Measurement of school life adjustments of their elementary school
children.
The sample was from first to fourth grade teachers who have students of immigrant mothers in primary schools of Taipei city and county. Through purposive sampling, 292 teachers were surveyed, with 213 questionnaires accepted and effective for this investigation.
Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, and Stepwise Multiple Regression were computed for data analyses.
According to the data analyses, the following results were described:
1.Most of the teachers' perceptions of parent-teacher interactions
with immigrant mothers were fine. The teachers perceived more in
multicultural literacy and less in parent-teacher communication
from immigrant mothers.
2.Most of the teachers' perceptions of school life adjustments of
their elementary school children were fine. The children adjusted
better in regular adjustment and the worse in learning adjustment.
3.The parent-teacher interaction was significantly affected by
teachers’gender and in-service training in multicultural
education.
4.The school life adjustment of the elementary school children was
significantly affected by gender of children and again by
teachers’ in-service training in multicultural education.
5.The teachers' perceptions of parent-teacher interaction with
immigrant mothers and school life adjustments of their elementary
school children were significantly and positively correlated with
each other.
6.Gender of children, methods of communication and multicultural
literacy effectively predicted the learning adjustment of
children. Multicultural literacy and gender of children, parent-
teacher from immigrant mothers could predict the teacher-student
relationship. Multicultural literacy and child gender could
predict the peer relationship, regular adjustment, and self
adaptation of the children.
According to the findings and conclusions above, the study provided suggestions and references for elementary school teachers, the families of the immigrant mothers, education officers and future researchers.
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