| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士在職專班 === 105 === The purpose of this study is to explore the present situation and relation between interpersonal relationships and teacher-child interaction for public preschool co-teachers’ in New Taipei City. This research adopted the survey method by using questionnaires of “ Student-Teacher Relationship Scale-short form” and “ The Interpersonal Relationships”. In this survey, 382 valid questionnaires were received. The data were analyzed through SPSS for Windows 18.0. The results of this study are summarized below.
The interpersonal relationships of preschool co-teachers’ show a high degree of statistical significance in which cooperation type was listed first, followed by harmony type, reliable type, and emotional type. Factors such as teachers’ age, and level of education, whether the class is mixed-age, and co-teaching type have a distinct influence on the interpersonal relationships.
The teacher-child interaction of preschool co-teachers’ show a high degree of statistical significance, which means that teachers have more closeness and less conflict with children. On the Closeness subscale, factors such as teachers’ gender and children’s gender have a distinct influence. On the Conflict subscale, factors such as whether teachers have an administrative job, and children’s gender and age have a distinct influence.
The interpersonal relationships of preschool co-teachers’ were positively related to the closeness and negatively related to the conflict in the teacher-child interaction.
The cooperation type and harmony type in the interpersonal relationships predicted the closeness in the teacher-child interaction, whereas the harmony type in the interpersonal relationships predicted the conflict in the teacher-child interaction. The closeness predicted the interpersonal relationships.
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