新北市公立幼兒園教保服務人員教學信念與班級經營效能之相關研究

A Study of the Relationship between Teaching Beliefs and Class Management Efficiency of Public Preschool Educators in New Taipei City

本研究旨在探討354位新北市公立幼兒園教保服務人員教學信念與班級經營效能之現況、相關情形與信念對班級經營的影響。研究採問卷調查法，其教學信念層面包括：「教保服務人員角色」、「課程教材」、「教學實施」、「師生互動」；班級經營層面包括：「教學品質」、「班級環境規劃」、「班級常規經營」、「親師溝通」及「班級氣氛營造」。研究結果發現：一、教保服務人員教學信念與班級經營效能皆為中高程度，其得分最高的層面各為「師生互動」及「班級氣氛營造」。二、教保服務人員背景變項中學歷與年資對整體教學信念有顯著差異。學歷「研究所（含）以上」顯著高於「一般大學」；教學年資「16年以上」顯著高於「1－5年」。三、教保服務人員只有「教學年資」對班級經營效能中「教學品質」層面有顯著差異，「16年以上」顯著高於「1－5年」。四、教保服務人員教學信念與班級經營效能，呈顯著中度正相關。五、教保服務人員教學信念對整體與各層面班級經營效能都有顯著的解釋力；且教學信念中以「師生互動」及「教保服務人員角色」層面對班級經營效能的解釋力最佳。

The purpose of this study was to comprehend the relationship between teaching beliefs and classroom management effectiveness, and whether teaching beliefs has an impact on classroom management effectiveness. The sample comprised of 354 preschool educators in public kindergartens in New Taipei City. A survey questionnaire was used to collect the data. The findings of this study were as follows: (1) Preschool educators' teaching beliefs and the preschool educators' classroom management effectiveness were both in high-intermediate degrees. (2) The background variables of preschool educators' educational levels and the years of teaching experience had significant differences on the overall of teaching beliefs. (3) Only ''the years of teaching experience'' of preschool educators made significant differences to the aspect of ''quality of teaching implementation'' in classroom management effectiveness. (4) The teaching beliefs and classroom management efficiency of preschool educators were significantly positive correlated. (5) The teaching beliefs of preschool educators had significant explanatory power for entire and each aspect of classroom management effectiveness. Among the aspects of teaching beliefs, ''teacher-student interaction'' and ''roles of preschool educator'' had the best explanatory power in the class management effectiveness.