A Study on the Relationship among the In-Service Training Experiences, Efficiencies and Needs of Kindergarten Teachers in Changhua County, TaiwanExperiences, Efficiencies and Needs of Kindergarten Teachers in Changhua County, Taiwan

• Main Authors: Jian Huijuan, 簡蕙娟
• Other Authors: Li Kwei Lan
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/00681785591245754918

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 97 === This study aimed at exploring the in-service training experiences, efficiencies and needs of kindergarten teachers in Changhua County, Taiwan, and identifying discrepancies among kindergarten teachers from different backgrounds concerning their involvement and needs of in-service training programs as well as the efficiencies of those programs. This study adopted survey method using a self-administrated questionnaire. The total valid respondents were 273. Statistical procedures used for data analysis included descriptive analysis, Pearson’s product-moment correlation, independent t-test and one-way analysis of variance. The major research findings are as follows: 1. In the section dealing with in-service training experience, the items of ‘teaching materials and methods’ (course), ‘Saturday and Sunday’ (time section), ‘speech’(program type), ‘professional knowledge enhancement’ (motivation) and ‘time conflict or inconvenience’ (trouble encountered) were ranked highest by respondents. 2. With respect to the efficiency of in-service training programs, ‘professional growth and introspective competence’ had the highest score, followed respectively by class management and communicative ability’, ‘child care knowledge and administrative competence’, and ‘professional knowledge and teaching ability’. 3. As regard the needs for in-service training programs, in questions concerning course, time section and program type, first preferences were given to ‘teaching materials and methods’, ‘Wednesday afternoon' and ‘visits and observation activities’. 4. There was consistency between respondents’ experiences and needs regarding the course of in-service training program given that ‘teaching materials and methods’ was the course respondents experienced and needed most. However, respondents’ experience as to the time section and program type of the in-service training offered did not reflect their actual needs since most of the training programs were available in the form of ‘speech’ and arranged on ‘Saturday and Sunday’ while ‘visits and observation activities’ and ‘Wednesday afternoon’ were the teachers’ first preferences. 5. There was a positive correlation between the age and seniority of the respondents and the scores represented in each subscale and the total scale of in-service training efficiency. 6. Higher training efficiency was observed in married kindergarten teachers than in unmarried respondents. 7. No difference was observed in in-service training efficiencies between the public kindergarten teachers and their private counterparts. 8. No change was found in in-service training efficiency among respondents in relation to their different work responsibilities. 9. Respondents from Yuanlin area reported higher in-service training efficiency in the item of ‘class management and communicative ability’ than teachers from Lukang area. The general efficiency of in-service training shown by teachers at Yuanlin area were significantly higher than that displayed by teachers at Changhua, Tianzhong and Lukang areas. Besides, respondents did not show discrepancies in the respective items of ‘professional knowledge and teaching ability’, ‘child care knowledge and administrative competence’, and ‘professional growth and introspective competence’ in relation to their different work locations. 10. The more in-service training experiences the kindergarten teachers had, the higher the total scores represented in each subscale and the total scale of in-service training. Finally, based on the research results, suggestions were proposed for the government educational agencies, kindergartens, kindergarten teachers and future researchers.