A Study on Relationship between Public Preschool Teachers’ Well-being and Teaching Effectiveness in Taipei City

• Main Authors: PAN, MEI-FANG, 潘美芳
• Other Authors: LIN, JHIH-JHONG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/b6t7qj

碩士 === 國立暨南國際大學 === 終身學習與人力資源發展碩士學位學程碩士在職專班 === 107 === The purpose of this study was to discuss the relationship between public preschool teachers’ well-being and teaching effectiveness in Taipei City, to explore the cognitive status of preschool teachers’ well-being and teaching effectiveness, and to compare the differences between preschool teachers’ well-being and teaching effectiveness under different background variables.Then analyzed the correlation for the various aspects of the two major variables and their overall, and finally analyzed the forecast effect of preschool teachers’ well-being on teaching effectiveness.This study selected public preschool teachers in Taipei City as the parent population and adopted the questionnaire survey method for sampling.A total of 550 questionnaires were issued.After eliminating the invalid questionnaires and questionnaires that did not complete the answer, a total of 504 valid questionnaires were recovered. The effective recovery rate was approximately 91.636%.In this study, after the questionnaires were collected and collated,statistical techniques such as descriptive statistics, independent sample t-test, One-way Anova, Pearson product-moment correlation, and stepwise multiple regression were used for analysis. The results of this study were summarized as follows: 1.Public preschool teachers’ Well-being and teaching effectiveness in Taipei City were above the medium level. 2.The public preschool teachers’ Well-being in Taipei City didn’t differ significantly in gender and educational level. 3.The public preschool teachers’ Well-being in Taipei City differed significantly in age, marital status, teaching seniority, position and preschool nature.In addition,teachers who were younger, single, junior, concurrently in administrative positions, and teached at the specially established preschools had significantly higher well-being. 4.The public preschool teachers’ teaching effectiveness in Taipei City didn’t differ significantly in gender. 5.The public preschool teachers’ teaching effectiveness in Taipei City differed significantly in age, educational level, marital status, teaching seniority, position and preschool nature.In addition,the teachers who were younger, university degree, single, junior, concurrently in administrative positions, and teached at the specially established preschools had significantly better teaching effectiveness. 6.The public preschool teachers' well-being and teaching effectiveness in Taipei showed a moderately and highly significant positive correlation. 7.In the "interpersonal relationship ", "work achievement", "positive affect" and overall, the public preschool teachers’ well-being in Taipei City had positive and significant predictive effect on the teaching effectiveness.Among them, " interpersonal relationship " can best predict teaching effectiveness. Finally, based on the results of the research, this study provided appropriate recommendations for government education units, preschools, preschool teachers, and future follow-up researchers.