A Study on Time Management of Kindergarten Teachers Receiving In-service Education

• Main Authors: Chen Mei-Hwa, 陳美華
• Other Authors: 謝美慧
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/83302860329787449947

碩士 === 國立嘉義大學 === 幼兒教育學系研究所(Graduate Institute of Early Chil === 98 === The purpose of this study is to investigate kindergarten teachers’ time management of their family, work, and academic lives when they are receiving in-service education for a master’s degree, as well as to explore the interference factors that affect their time management and to analyze the strategies they adopt for time management in response to these factors. Five kindergarten teachers from different backgrounds are chosen as subjects of this qualitative study to receive an in-depth interview, and the following important discoveries are made: 1. Time management of these kindergarten teachers: in response to the in-service education, their time allocated to family life is changed; as skillful and experienced teachers familiar with time management, they also adjust their time schedule in accordance with their study programs. 2. Interference factors of time management: as the family, work, and academic lives of the teachers are closely linked together, these factors can be divided into the following categories: (1) Internal interference factors: negative emotions and responses that can lead to conflicts between husbands and wives, parents and children, teachers and students; and the lack of rest and recreation which can lead to low spirits and endocrine disorders. (2) External interference factors: high academic pressure; whether the kindergarten they work for supports their in-service education or not; continuous and prolonged work; unpredicted complicated situations, and etc. All of these are factors that interfere and affect the effective time management of kindergarten teachers. 3.(1) Drawing a work plan and determining the importance and priority of issues are two common time management principles and strategies of kindergarten teachers. (2) Approaches to improve time management: improving one’s ability; self-encouraging and rewarding spiritually; turning pressure into power; never putting off until tomorrow what you can do today; Say “No” when it’s appropriate; effectively utilizing fragments of time; making good use of the most effective period of one’s own time; taking initiative to seek human resources; getting stimulated by one’s commitments to others; never bringing one’s work home or paying for other people to finish it. (3) With regard to skills concerning the use of materials, a common tool used by these kindergarten teachers is the calendar. Finally, relevant suggestions are proposed based on the analysis of the study results for the reference of teachers from the same background who are to receive in-service education and researchers in the future.