A study on the Participation of Student’s Parent in School’s affairs of Kindergarten school in Matsu Area and Their Satisfaction

• Main Authors: Pei-Chen Teng, 鄧佩真
• Other Authors: Kuo-Pao Chang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/2zxspx

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 97 === The purpose of this study is to explore the participation of students’ parents in school’s affair of kindergartens and satisfaction of teaching. As well as try to understand the differences of different background to the parental involvement. This study will provide the result of the study to the teachers of kindergartens, school, students’ parents and people who involve it to enlarge the parental involvement of kindergartens’ affair. Survey method is conducted in order to reach the purposes of this study. Questionnaire of Matsu area kindergarten Parents’ Satisfaction to Teachers’ Teaching is used as survey tool to collect data from parents of kindergarten students. One hundred and fifty-nine Matsu area kindergarten parents’ opinions of 2008 academic year are collected by census survey. Among them, 154 questionnaires are usable. Descriptive statistics, Pearson product moment correction coefficient and Stepwise multiple regression are conducted to analyze the collected data. The research findings are as follows: 1. The Matsu area parents who participate in Matsu area toward to "at home". 2. The role of Matsu area parents toward "tutor". 3.Consider that the effect of Matsu area parents to consider the cause of the parents’ participation is their ability and skill can not be sufficient to help teachers or school. 4. The most satisfaction of Matsu area parents is "communication" between parents and teachers". 5. Different background parents have different satisfaction to teachers’ teaching. 6. The kindergarten parents who participate kindergarten activities has significant correction to teachers satisfaction. 7.The kindergarten parents who participate kindergarten activities have significant influence to teacher’s teaching.