篇名 | 托兒所教師任教意願與個人背景因素之探討 |
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卷期 | 9 |
並列篇名 | The Relationship between Teaching Willingness andBackground Experience among Teachers in Preschool |
作者 | 汪慧玲 、 沈佳生 |
頁次 | 001-015 |
關鍵字 | 托兒所教師 、 意願 、 任教意願 、 Early Childhood Teacher 、 Willingness 、 Teaching Willingness |
出刊日期 | 201112 |
本研究旨在探討托兒所教師任教意願之現況,並比較不同背景變項的托兒所教師在任教意願上的差異情形。主要研究工具為研究者自編之問卷調查,作為蒐集量化資料的工具,並以屏東縣558 位托兒所教師為研究對象。將研究所得結果以描述性統計、獨立樣本t 考驗及單因子變異數分析等統計方法加以分析。根據資料分析結果,本研究所得的結論如下: 1、整體而言,托兒所教師的任教意願,得分情形趨近中等程度。2、在托兒所教師自評任教意願的各層面上,依平均數高低排列,由高至低依序為:「工作發展」、「工作安定」、「工作認知」、「工作意向」及「工作報酬」。3、「任教年資」、「園所類型」及「師生比例」對托兒所教師的任教意願有顯著差異。最後,研究者根據本研究的結果提出若干建議,以供學前教育機構參考。
The purposes of this study were to investigate the teaching willingness ofteachers in preschool settings and the differences based on their backgroundvariables. A sample of 558 teachers were selected for this study in Ping-Tung.Data gathered were analyzed through descriptive statistics, t-test, and one-wayANOVA. The results of this study are shown as follows: 1. Generally, thepreschool teachers were moderate on teaching willingness. 2. The overall meanvalue of the five willingness areas in the teachers’ perceptions were rated asfollows: job development, job stability, job cognition, job intention, and jobreward. 3. Different kinds of teachers’ background, including teaching years,school type, and teacher-student ratio have significant difference on teachingwillingness of teachers. According to the study outcomes, some suggestionswere as references for preschool settings.