A Study of Teachers’ Belief on the Management of the Class-Websites in the Public Kindergarten in the Taipei County

• Main Authors: Chiu-Ying Tung, 東秋瑩
• Other Authors: Meng-Ping Tsuei
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/38060964235400689304

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 100 === The purpose of this study was to explore the kindergarten teachers’ beliefs and related factors on class-website management. This study was conducted by the survey of questionnaire “Kindergarten Teachers’ Beliefs on Class-website Management in Taipei County.” There were 230 teachers in the public kindergartens in Taipei County participated in the study. There were three teachers interviewed by the researcher of the study. The results of this study were as followings: 1. Overall, teachers in the public kindergartens in Taipei County indicated the positive belief on class-website management. They believed information regarding parental education could be provided via class-websites. Therefore, the class-websites was an effective way to improve their classroom management. Their class-website management was the most influenced by other kindergarten teachers. In terms of problem solving, teachers reported that they can choose a proper online platform for their class-websites as well as find solutions while problems were occurred. 2. In terms of the effects of teachers’ background on their belief on the class-website management, there were no significant differences between age and the year of their teaching experiences. The size of the kindergartens and the number of hours related to information technology training indicated the significantly differences among the kindergarten teachers’ belief in class-website management. (1) Kindergarten teachers’ belief on the “normative belief” and “overall questionnaire” showed significantly higher than those with a master’s degree. (2) Teacher in the kindergarten with over 7 classes showed the significantly higher belief on the “behavior belief”, “normative belief”, “control belief”, and the “overall questionnaire” than those with different size classes of kindergartens. (3) The degree of agreement on the “behavior belief”, “control belief”, and “overall questionnaire” of kindergarten teachers with 0 training hour were significantly higher than those of kindergarten teachers with 9 or 1-8 training hours. 3. As the aspect of website contents, providing the bulletin board to deliver latest class or kindergarten information, links to learning and parental education resources for children, and space to store multimedia from teaching activities or students’ works were the most import functions of the class websites proposed by the kindergartens teachers in Taipei County. This study proposed some suggestions regarding kindergarten teachers’ class-websiteS management based on the study results.