A Study of the Relationship between Professional Literacy and Teaching Effectiveness among Preschool Teachers

• Main Authors: Li-Sin Wu, 吳麗馨
• Other Authors: Pao-yuan Huang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/14785922924278508826

碩士 === 中臺科技大學 === 文教事業經營研究所 === 98 === This paper investigated three major issues, including the professional literacy and teaching effectiveness of the current kindergarten teachers, differences in professional literacy and teaching effectiveness among kindergarten teachers with different background variables, and the correlation between as well as the predicting power of kindergarten teachers’ professional literacy and teaching effectiveness. The research instrument was a self-developed “Questionnaire on the relationship between professional literacy and teaching effectiveness of kindergarten teachers”. This questionnaire was administered to kindergarten teachers in Taichung City. 326 of the 400 questionnaires distributed were collected. The response rate reached 81.5%. The collected responses were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. From the research findings, the following conclusions were derived: 1. Professional literacy and teaching effectiveness among most of the current kindergarten teachers were positive. 2. Kindergarten teachers’ professional literacy and teaching effectiveness varied significantly, depending on “age, seniority, position, and school type”. 3. Kindergarten teachers’ professional literacy was significantly correlated with their teaching effectiveness in all aspects. 4. All aspects of kindergarten teachers’ professional literacy had a strong predicting power for their teaching effectiveness.