A Study of Teacher Leadership and Teacher Professional Identification for the Public Preschool Educator in Taoyuan City

• Main Authors: Tseng, Yu, 曾羽
• Other Authors: 謝紫菱
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/5kvs9k

碩士 === 臺北市立大學 === 教育行政與評鑑研究所碩士在職專班 === 106 === This study aimed to investigate the relationship between teacher leadership and teacher professional identification for the public preschool educator in Taoyuan City. The difference in teacher leadership and teacher professional identification of the public preschool educator with various demographics was further analyzed. This study employed questionnaire survey technique, using the “Questionnaire for teacher leadership and teacher professional identity of Taoyuan City public preschool educator”. The research participants were the public preschool educator of Taoyuan City for the 106th year. Totally 350 questionnaires were send out, valid samples were 298. The data obtained from the questionnaire survey were analyzed and processed by statistical methods such as descriptive statistics, T-tests and one-way ANOVA.This study found below： 1.The current situation of teacher leadership in Taoyuan City is very high, and the“class teaching” is the best. 2.The current situation of teacher professional identification in Taoyuan City is very high, and the“work engagement” is the best. 3.There is a significant difference in teacher leadership among the education service personnel of different “age”, “marriage”, “yearly”, “educational level” and “professional title”; there is no significant difference in the size of different “parks”. 4.There is a significant difference in teacher professional identification between education service personnel of different “educational level” and “professional title”; there is no significant difference in “age”, “marriage”, “yearly”, and “park size”. 5.Significant positive correlation between teacher leadership and teacher professional identification. 6.Teacher leadership has predictive power for teachers’ professional identity. Among them, “parent-teacher interaction” predicts the best. According to the conclusion, this study proposed recommendations as references for Educational administration, preschool, preschool educator, and future studies.