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期刊目錄列表-第二十五期索引【教育評鑑研究期刊】(1086月出版)

公立幼兒園教師領導與專業認同關係之研究  [詳全文]

作者:  謝紫菱、曾羽

刊期:第25
日期20196
頁碼67-92
DOI10.6866/JEAE

摘要:
本研究旨在探討桃園市公立幼兒園教師領導與教師專業認同之現況與關係,採問卷調查法,資料分析則以描述統計、Pearson 積差相關、多元逐步迴歸進行探討。主要研究發現為:一、公幼教師在教師領導與教師專業認同整體以及各向度均屬高度表現,在教師領導方面,以「班級教學」表現最佳,在教師專業認同方面,則以「工作投入」表現最佳;二、公幼教師領導整體及各向度表現上與教師專業認同整體及各向度表現上呈現顯著中度正相關;三、公幼教師領導向度中以「親師互動」、「園務參與」、「班級教學」三者聯合預測力最佳,公幼教師領導對教師專業認同具有高度正向的影響效果。本研究並依據結論提出具體建議,以供教育實務及未來研究參考。

關鍵詞:公立幼兒園、教師領導、專業認同

 

 

 

Journal of Educational Administration and Evaluation, June 2019, Vol. 25

The Relationship between Teacher Leadership and Teacher Professional Identity for Public Preschool Teachers

Author :  Tzu-Ling Hsieh & Yu Tseng

Vol.&No. No. 25
DateJune 2019
Pages67-92
DOI10.6866/JEAE

Abstract
This study aims to investigate the relationship between teacher leadership and teacher professional identity for public preschool teachers. The study surveyed 298 public preschool educators of Taoyuan City with “Questionnaire for teacher leadership and teacher professional identity for the public preschool educator”. The data were analyzed by statistical methods such as descriptive statistics, Pearson's product-moment correlation coefficient, multiple stepwise regression, and structural equation model. The main findings are: 1. The current situation of teacher leadership and teacher professional identity for public preschool educators showed a high level of correlation. “Classroom teaching” had the highest score in the field of teacher leadership, and “job involvement” had the highest score in the field of teacher professional identity. 2. An intermediate level positive correlation described the relationship of teacher leadership and teacher professional identity for public preschool educators. 3. “Parentteacher interaction”, “preschool affairs involvement”, and “classroom teaching “combined for the best three predictors of teacher professional identity. Teacher leadership had a significantly positive effect on teacher professional identity for public preschool educators. According to the findings, suggestions for implementation and further studies are proposed.

Keywords Public preschool, Teacher leadership, Teacher Professional Identity