| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 96 === The purpose of this study is to understand the current situation of Kaohsiung City kindergarten teachers’ utilization of Kaohsiung Museum of Fine Arts (KMFA) and their level of satisfaction in terms of the services provided by KMFA. Stratified cluster sampling, based on the proportion, is the research method in this study, and the research tool is a self-compiled questionnaire titled “A Survey on the Current Situation of Kaohsiung City Kindergarten Teachers’ Utilization of KMFA and Their Level of Satisfaction”. The sample includes 512 kindergarten teachers and 458 valid questionnaires are received. Descriptive statistics, One-way ANOVA, t test, chi-square test are adopted to conduct statistical analysis, complemented by semi structured interviews, and the conclusions of this study include:
Ⅰ. The current situation of kindergarten teachers’ utilization of KMFA: 1. 76.6% of kindergarten teachers has utilized KMFA in teaching. In terms of the percentage of teachers who have utilized KMFA, Gushan District and Zuoying District are the highest. In terms of the percentage of teachers that have not utilized KMFA, Cianjhen District is the highest. 2. The top 3 reasons why some teachers have not utilized KMFA are 1) unaware of what resources KMFA has; 2) the school is too far away from KMFA; 3) lack of transportation. 3. The most commonly used areas in KMFA are the Children Museum, the Outdoor Recreation Area and the Exhibition Hall. 4. The 3 most commonly used ways of touring KMFA are 1) referring to the bulletin boards of exhibition; 2) guided tours with the museum staff; 3) using the visitor’s handbook. 5. The event information is obtained from colleagues in the kindergarten and the website of KMFA. 6. The top 3 reasons determining whether kindergarten teachers will use KMFA in teaching are 1) whether KMFA fits in well with the theme of the school curriculum; 2) transportation; 3) the distance from the school to KMFA.
Ⅱ. Analysis related to kindergarten teachers’ participation in KMFA’s teacher training programs: 1. 85.2% of teachers have never attended any of the teacher training programs because they are not aware of these programs or due to schedule conflicts. Only 14.8% of teachers have participated in KMFA’s teacher training programs because they are interested in these programs and these programs fit in well with their teaching. 2. In terms of the percentage of teachers who have participated in KMFA’s teacher training programs, public kindergartens are higher than private ones. 3. Elder teachers and teachers with art museum education experience participate in KMFA’s teacher training programs more often.
Ⅲ. How personal education backgrounds affect kindergarten school teachers’ utilization of KMFA: 1. Teachers who have taken art museum related courses and teachers with art museum education experience perform better in using KMFA in their teaching. 2. What schools teachers work at, education backgrounds and whether teachers have art museum education experience do not affect kindergarten teachers’ performances in “the reason of using KMFA-related resources in teaching” or “the methods teachers use in guiding kindergarten children to use KMFA”. 3. Kindergarten teachers who have taken art museum related courses perform better in “the methods teachers use in guiding kindergarten children to use KMFA”. 4. Teaching in different administrative districts affects “the reason of using KMFA-related resources in teaching” and “the methods teachers use in guiding kindergarten children to use KMFA”.
Ⅳ. Kindergarten teachers’ level of satisfaction towards the services provided by KMFA: 1. Private kindergarten teachers are more satisfied with KMFA’s “educational resources”. 2. In terms of “providing information”, kindergarten teachers in Gushan District have a higher level of satisfaction. 3. In terms of “guided tour services”, kindergarten teachers with art museum experience have a higher level of satisfaction. 4. The difference in background doesn’t affect kindergarten teachers’ level of satisfaction in “environment planning”. 5. Kindergarten teachers’ education background and whether they have taken art museum related courses do not affect teachers’ level of satisfaction towards the services provided KMFA.
Based on the result of this study, suggestions have been made to training institutes of kindergarten teachers, kindergarten teachers, and KFMA. Directions for future studies have also been presented.
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