幼兒園教師幸福感與教學效能之關係－以新竹市為例

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Title:	幼兒園教師幸福感與教學效能之關係－以新竹市為例
Other Titles:	The Relations Between Kindergarten Teachers’ Well-being And Teaching Effectiveness：An Example Of Hsinchu City
Authors:	張家婕 Chang, Chia-Chieh
Contributors:	林啟超 Lin, Chi-Chau 東海大學教育研究所
Keywords:	教學效能;教師幸福感;幼兒園 teaching effectiveness;teachers’ well-being;kindergarten
Date:	2012
Issue Date:	2013-01-03T05:58:53Z (UTC)
Abstract:	本研究旨在探討幼兒園教師幸福感與教學效能之關係。採用調查研究法，以新竹市立案公私立幼兒園教師為母群體進行普查，實際有效樣本436位幼兒園教師作為研究對象，以「教師幸福感量表」與「教師教學效能量表」作為本研究之研究工具，待研究測量工具發放與回收後，以描述性統計、單因子多變量變異數分析、賀德臨T平方檢定、皮爾森積差相關及逐步多元迴歸分析等統計方法進行分析。本研究主要結果如下：一、新竹市幼兒園教師幸福感屬於中上程度，各層面中以「人際關係」得分為最高，而以「身心健康」得分相對較低。二、新竹市幼兒園教師教學效能屬於中上程度，各層面中以「教學氣氛」得分為最高，而以「自我效能信念」得分相對略低。三、不同任教年資、婚姻狀況、園所屬性在教師幸福感有顯著差異。四、不同任教年資、婚姻狀況、園所屬性在教師教學效能有顯著差異。五、新竹市幼兒園教師幸福感與教學效能呈中度正相關。六、新竹市幼兒園教師幸福感對教學效能具有預測力，在幸福感各層面中，以「人際關係」對整體教學效能最具預測力。最後，根據研究結果發現提出建議，以供教育行政機關、幼兒園、幼兒園教師及後續研究參考。 The purpose of this study was to investigate the kindergarten teachers’ well-being and teaching effectiveness. The main methodology of this research was a questionnaire survey and adopted two questionnaires named ”Teacher’s Well-Being questionnaire” and“Teacher’s Teaching Effectiveness questionnaire” for deriving the questionary results. Totally, 436 valid samples of each questionnaire were received from the target teachers of public and private kindergartens in Hsinchu city, Taiwan. The data were collected and analyzed by descriptive statistics, one-way MANOVA, Hotelling’s T? test, Pearson product-moment correlation, and multiple regression analysis. The main research results were summarized below:1.The kindergarten teachers scored over average on well-being. The highest score falled on “interpersonal relationship” aspect and the lowest score was on “physical and mental health” aspect.2.The kindergarten teachers also got over average score on teaching effectiveness. The “teaching atmosphere” aspect got highest score, while the “self-efficacy belief” aspect went the other way.3.The kindergarten teachers’ well-being had been affected significantly by the background factors such as “teaching seniority”, “marital status” and “type of kindergarten”.4.The teaching effectiveness had been affected significantly by the background factors such as “teaching seniority”, “marital status” and “type of kindergarten”.5.There were positive and moderate correlations between teachers’ well-being and teaching effectiveness.6.The kindergarten teachers’ well-being could significantly predict teacher’s teaching effectiveness. Among those well-being aspects,“interpersonal relationship”predicted teaching effectiveness most. Finally, according to the findings of these results, we discussed the suggestions to educational administrations, kindergartens, kindergarten teachers, and researchers for future research.
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