| Summary: | 碩士 === 國立東華大學 === 幼兒教育學系 === 106 === The purpose of this study is to understand parental perspectives on personality traits and professional behaviors of preschool teachers. Using qualitative research methods, the researcher first tried to understand how parents viewed the work of preschool teachers. She then identified the personality traits of preschool teachers from the perspectives of parents. Finally, the teachers’ professional and unprofessional behaviors as viewed by parents were also analyzed.
Participants in this study were 11 parents with children enrolled in preschool. Data were collected through formal and family interviews, as well as parent-teacher correspondence booklets. Findings from this study are as follows:
1.Parental perspectives on preschool teacher's work include the following: extreme views on the difficulties of preschool teachers’ work, preschool teachers assuming great responsibilities in the early stage of children’s education, an emphasis on the role of educating and guiding rather than caring, teachers as the key in the quality of early childhood education.
2.The personality traits of preschool teachers in the eyes of parents can be divided into three categories: the first and foremost was the personality traits needed for working with young children. In addition, the personality traits necessary for working with parents and those needed for working in the field of early childhood education were also identified.
3.Eight professional and unprofessional behaviors exhibited by preschool teachers as viewed by parents include the following: ability to educare children, professional knowledge, potential for professional growth and development, teaching children according to their aptitudes, classroom management, professional ethics, communication skills, and ability to guide young children. The lack of ability to guide young children, professional ethics, and communication skills were deemed by parents as unprofessionalism in preschool teachers.
It is hoped that the above findings can be utilized by preschool teachers, teacher training institutions, and future researches to improve the quality of early childhood education in Taiwan.
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