Comparison of Kindergarten Principals and Teachers’Attitude Toward Parent Participation

• Main Authors: Chin-Kuei Li, 李金桂
• Other Authors: Jenner Charng-Jiuan Tsay
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/v7u8be

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 94 === Comparison of Kindergarten Principals and Teachers’ Attitude towards Parent Participation Abstract This study aimed to investigate and compare kindergarten principals and teachers’ attitude towards parent participation. Specifically speaking, the main purposes of this study included: (1) to understand the difference between kindergarten principles and teachers in their attitudes toward parent participation; (2) to understand the difference in the types of parent participation in the activities conducted by kindergarten principals and teachers; (3) to investigate the factors faced by kindergarten principals and teachers that obstruct parent participation; (4) to investigate the suggestions for kindergarten principals and teachers to improve parent participation. To achieve the above objectives, this study was mainly based on questionnaire survey aided with semi-structured interviews. The main research tool was the adapted “Survey on Parent Participation in Kindergarten Education”. The research subjects were principals and teachers in the public and private licensed kindergartens in Nantou County. A total of 402 questionnaires were issued, and 351 returned were valid. The response rate was 87%. At last, a semi-structured interview was conducted on 6 subjects. Based on the study results, the following conclusions were derived. Generally speaking Kindergarten principals and teachers’ attitudes toward parent participation, types of implementation, obstructing factors, and promoting methods were not affected by position, kindergarten properties, gender, age, length of teaching experience, and education background. Generally speaking, most of the principals and teachers possessed positive attitudes toward parent participation, and only a few of them worried that parent participation would weight the burden on administrative and teaching staffs and interfere with the development and operation of the school. Besides, in the types of parent participation, direct communication type was the most common one, followed by the traditional and non-traditional communication types. “Parents are too busy to involve in the kindergarten’s affairs” was one of the major factors impeding parent participation, and “teachers should enhance their teaching ability and confidence” was the major suggestions for promoting parent participation. To sum up, it should be highly approved that kindergarten principals and teachers all possessed positive attitudes toward parent participation. However, how to help parents really become a partner of their child, teachers, and the school, and further make children’s learning process more meaningful would be a direction that educators should strive for.