Professional Performance and Working Attitudes of Kindergarten and Preschool Teachers from Private School Owners’ Points of View

• Main Authors: Kuei-Ling Liu, 劉桂伶
• Other Authors: Charng-Jiuan Tsay
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/47311320314203043999

碩士 === 朝陽科技大學 === 幼兒保育系 === 102 === This study is conducted to understand the professional performance and working attitudes of kindergarten and preschool teachers from private school owners’ points of view, and to figure out the differences between the professional performance and working attitude of kindergarten teachers and preschool teachers who were cultivated by different educational systems. This study surveyed 356 kindergarten and preschool owners in Taichung, Changhua and Nantou areas. The returned questionnaires respectively were: 219 for basic data questionnaires, 189 for kindergarten teachers’ questionnaires and 214 for preschool teachers’ questionnaires. The results show, in the t-test analysis, there was no significant difference between kindergarten teachers and preschool teachers’ professional performance and working attitude in terms of the mean scores. In χ² analysis in the professional performance, the kindergarten teachers got a higher proportion in answering “Agree” in the "can be self-designed early childhood development stage teaching activities" than the preschool teachers. While in the "in the teaching activity design covers cognitive, affective, and behavioral skill learning activities", the preschool teachers got a higher proportion in answering “Agree” than the kindergarten teachers. However, in the other items, there was no significant difference between them. And in the "work attitude", there was no significant difference at all. To differentiate between education institutions operators, taking the kindergarten teachers of University of Education and University of Technology, and the preschool teachers of University of Technology as the groups for conducting analysis, the results can be concluded as following: In the " professional performance " section, there were some significant differences in the four items: among which "can be self-designed early childhood development stage teaching activities" and "in the teaching activity design covers cognitive, affective, and behavioral skill learning activities", the kindergarten teachers of University of Technology got a better score than the preschool teachers of University of Technology. While in the "can always remind the children of the importance of life etiquette " and "can truly accepts every child in class, and be initiative to care about their needs", the kindergarten teachers of University of Education better answered the question than the kindergarten teachers and preschool teachers of University of Technology, additionally, the kindergarten teachers of University of Technology also better than the preschool teachers of the same college. Therefore, in the "professional performance" section, there was slightly difference between the kindergarten teachers and preschool teachers who were cultivated by different systems. But in the "work attitude" section, there was no any difference.