| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 97 === The purpose of this study is to investigate the relationship between the teachers’ multicultural education literacy and the learning adjustment of new-immigrant children in elementary schools. In addition, this study also investigated the current situation of the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment. The researcher also analyzed the differences of teachers' background variables toward the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment. In order to understand the degree of relatedness and prediction of teachers’ multicultural education literacy on the new-immigrant children’s learning adjustment, data was discussed in this study as well.
This study adopted the questionnaire survey method, and employed the “Questionnaire regarding the study on the teachers’ multicultural education literacy and the learning adjustment of new-immigrant children in elementary schools” as the research tool. 575 teachers from 175 elementary schools in Changhua County, Taiwan were randomly sampled in this study. The collected data was analyzed by using several quantitative methods, including descriptive statistics, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression analysis. The major results are as follows:
1. The current situation of the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment is good.
2. There are significant differences among teachers with different genders and academics degree on teachers’ multicultural education literacy.
3. There are significant differences among teachers with different genders, academics degree,and number of new-emigrant children taught on the new-immigrant children’s learning adjustment.
4.The teachers’ multicultural education literacy in elementary schools positively correlates with the new-immigrant children’s learning adjustment.
5. The teachers’ multicultural education literacy in elementary schools could positively predict the new-immigrant children’s learning adjustment.
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