| Summary: | 碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 103 === Early childhood education is the foundation of all education. Teachers themselves and their interpersonal relationships would be imitated and learnt by the children. In addition, harmonious interaction between two teachers in the classroom play an important role to improve the quality of education. When the “Early Childhood Education and Care Act” implemented in 2012, preschool educators involved teachers and caregivers. The purpose of this study is to investigate the interpersonal relationships at the workplace of Kaohsiung public preschool educators.
Based on the aggregated literature, a questionnaire named “Questionnaire of preschool educators’ interpersonal relationships at the workplace” was developed. This questionnaire was adopted to explore the differences in harmonious, reliability, cooperation, intimacy and emotional management according to preschool educators with different ages, marriage statuses, education levels, years of service and positions. The subjects were preschool educators in Kaohsiung public preschools. A total of 349 questionnaires were issued, and 318 valid questionnaires were obtained from 323 questionnaires collected. Descriptive statistics, t test and One Way ANOVA were adopted for data analysis.
Based on the results of the data analysis, the findings are as follows.
1. The current status of preschool educators’ interpersonal relationships perform well. Cooperation dimension is better than intimacy dimension.
2. The preschool educators’ performance of interpersonal relationships of work varied significantly by background elements. Married preschool educators perform better in intimacy dimension. Preschool educators with no administrative task perform better in the overall variable and harmonious, cooperation dimension than those with administrative task.
3. The teachers’ perception of interpersonal relationships of work varied significantly by background elements. Preschool teachers with age more than 51 perform better than those with age from 31 to 40 in overall variable and emotional management dimension. Married teachers perform better in intimacy dimension.
4. The preschool educators’ awareness of interpersonal relationships of work varied significantly by background elements. Preschool educators with no administrative task perform better than those with administrative task in overall variable, harmonious, reliability, cooperation, intimacy and emotional management dimensions.
In fact, the job contents of teachers and caregivers are highly overlapping. It is necessary to clarify their duty and positions in order to enhance interpersonal relationships at workplace and the quality of early childhood education.
Based on the findings, the study is provided to preschool educators, kindergartens and educational authorities as a reference.
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