高品質的幼兒園對幼兒發展具有重大影響，且幼兒園品質的意義隨著時代思潮的演進，其所指涉的範圍愈來愈寬廣，並有由內部導向的幼教歷程，擴展至外部導向的全面品質之趨勢。因此，幼兒園品質衡量之探討，便成為一個理論和實務兼具的重要課題。
本研究發展幼稚園品質問卷，為台北市347所幼稚園的園長與教師進行問卷調查，並利用SPSS13.0套裝軟體進行統計分析，旨在探究幼兒園品質信念與幼兒園品質之構面、園長與教師幼兒園品質信念與幼兒園品質之關係，及其相關因素之影響，並比較園長與教師在內、外部導向幼兒園品質信念差異情形。
本研究之結論如下：
一、本研究發展出幼稚園品質問卷，包含幼兒園品質信念與幼兒園品質兩量表。
二、台北市幼稚園幼兒園品質信念與幼兒園品質之現況佳。
三、教師與園長在幼兒園品質信念的差異，係受到個人特徵的「教育程度和幼教服務年資」之交互影響。
四、「幼稚園屬性」是形成教師的幼兒園品質信念差異之主要的幼兒園特徵；而「生師比」是形成園長的幼兒園品質信念差異之主要的幼兒園特徵。
五、教師、園長的幼兒園品質信念與幼兒園品質之相關均不高。
六、教師與園長在內、外部導向幼兒園品質信念之差異，僅表現在外部導向幼兒園品質信念之差異上。
七、教師與園長的內、外部導向幼兒園品質信念之一致性，與幼兒園品質無關。
八、幼兒園品質的差異，係受到「幼稚園屬性與幼稚園規模」之交互影響，以及「幼稚園規模與生師比」之交互影響。
最後研究者根據結論，就幼兒園品質之實務面與後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Research has shown that high ECE program quality has great effect on children’s developmental outcomes, and the concept of ECE program quality evolving over time has extended its contents from internal-oriented to external-oriented. As a result, defining and measuring ECE program quality has become an important issue, both in theory and practice.
The purpose of this study is fourfold: (a) to identify the dimensions of both ECE program quality belief and ECE program quality, (b) to examine the relations between directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs, (c) to ascertain the influence of related factors, and (d) to compare the difference between directors and teachers’ ECE program quality belief, both in internal-oriented and external-oriented ECE program quality belief. For achieving this purpose, this study developed the ECE program quality questionnaire to conduct mailed surveys in a sample of 347 kindergartens in Taipei city, and the data was analyzed with SPSS 13.0 to find possible significances.
The conclusions are as follows:
1.This study developed the ECE program quality questionnaire which included both ECE program quality belief and ECE program quality scale.
2.This study revealed that both ECE program quality belief and ECE program quality in Taipei kindergarten programs were good.
3.This study showed that when it came to staff characteristics, the interaction of education level and staffing experience had effects on the difference in both directors’ and teachers’ ECE program quality beliefs.
4.This study indicated that the program attribute was the main program characteristics in the difference between teachers’ ECE program quality beliefs; but to directors, the child: teacher ratio mattered in the difference between directors’ ECE program quality beliefs.
5.This study demonstrated modest relations between both directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs.
6.This study showed that teachers and directors had differences in external-oriented ECE program quality beliefs, but not in internal-oriented beliefs.
7.This study showed that the consistency of both directors’ and teachers’ internal and external-oriented ECE program quality belief had no relations with ECE program quality.
8.This study showed that both the interaction of program size and program attribute, and the interaction of program size and child: teacher ratio had effects on the differences in ECE program quality.
Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up ECE program quality research.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0921570041 |
| Creators | 劉蓁 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
Page generated in 0.0025 seconds