臺北市幼稚園實施園本教師績效獎賞之調查研究─以教師參與行動研究為例

• Main Authors: Sun, Jo Mei, 孫若梅
• Other Authors: 洪福財
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/71431728262979731456

碩士 === 國立臺北教育大學 === 幼兒教育學系碩士班 === 94 === The purpose of this study was to investigate the kindergarten teachers’ opinions of Kindergarten-Based Performance Award (KBPA), which would be implemented to motivate teachers to participate in action research, and analyze the difference in their opinions between various background variables. According to the results of the study, the researcher provided some useful suggestions for implementing KPBA in the future. This study was conducted with questionnaire survey. The researcher distributed 790 questionnaires to kindergarten teachers in Taipei. 605 valid questionnaires were returned and analyzed by Cronbach α, descriptive statistics, t-test, one-way ANOVA, Scheffe method, and Dunnett’s T3 method. The conclusions were as following: 1.The rewards of KBPA should be provided by Department of Education of Taipei City Government. 2.The testimonial is the fittest reward of KBPA and followed by bonus. However, teachers with different school nature, years of experience, education level, and experience of administration have different opinions. 3.If bonus will be a reward of KBPA, providing the bonus directly to individual staff might be the fittest way. However, the teachers with different school nature, education level, experience of administration, and experience of action research have different opinions. 4.Most teachers approve of their participation in design process of KBPA. 5.Among all of the practices of implementing KBPA, the teachers attach the most importance to feedback system. 6.The teachers also pay much attention to the ways of providing rewards. 7.The teachers in private kindergartens show more concern about the practices of implementing KBPA than the teachers in public ones do. 8.The teachers with different kindergarten size attach different importance to standard-setting and communication. 9.Among all of the design details of implementing KBPA, the teachers concern about definite practice plan, goal conflict, and stable fund mostly. 10.If KBPA will be implemented, the teachers pay the most concern about goal clarity. 11.If KBPA will be implemented, the teachers consider professional community may be helpful in participating in action research. 12.Among all of the organizational conditions, the teachers mostly concern about principle approval, professional development activities, and discussion between the teachers. 13.Most teachers don’t agree to be evaluated based on their participation in action research. 14.Most teachers don’t agree that the principle should plan the kindergarten performance schedule or participate in action research with them. 15.If the kindergarten can receive the reward, the teachers with different kindergarten size and experience have different opinions on distributive fairness. 16.The results that the teachers with various backgrounds and experiences actually value outcomes differently and the teachers’ perspectives of intervention accord with “desirability of outcomes” in the theoretical frame. 17.The results that the teachers pay much attention to distributive fairness and fund and the teachers’ views of the rewards and sanctions under KBPA accord with “instrumentality” in the theoretical frame. 18.The results that the teachers pay much attention to feedback system, professional community, and goal conflict accord with “expectancy” in the theoretical frame; but the teachers’ views of standard-setting, principle support, and alignment differ from the theory and the other research findings. According to the conclusions of this study, the researcher structured the “Frame of KBPA” to illustrate how KBPA works and offered suggestions for designing and implementing KBPA.