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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/77554

    Title: 臺北市公辦民營托兒所教保人員自我效能感之探究
    Other Titles: A study of preschool teachers' self-efficacy in privately managed public preschools in Taipei
    Authors: 林正苹;Lin, Cheng-ping
    Contributors: 淡江大學教育政策與領導研究所碩士班
    鈕方頤;Nyeu, Fong-Yee
    Keywords: 公辦民營托兒所;教保人員;自我效能感;Private Management of Public Preschool;Preschool Teacher;self-efficacy
    Date: 2012
    Issue Date: 2012-06-21 06:57:42 (UTC+8)
    Abstract: 本研究針對臺北市公辦民營托兒所共計4所,每所2位,利用半結構式訪談大綱,訪談8位女性教保人員,以瞭解其自我效能感,研究結果描述如下。
    This study interviewed a total of 8 preschool teachers, with 2 from each of the 4 privately managed public preschools the researcher visited. This study used a semi-structured interview protocol to understand preschool teachers’ self-efficacy. The findings of this study are as follows.
    1. Impact of privately managed public preschools on teachers’ self-efficacy: The administrative structure of privately managed public preschools does not have much influence on teachers’ work, instead the headmasters’ ability to lead has more influence; privately managed public preschools generally have administrative units that reduce teachers’ workload.
    2. Privately managed public preschool teachers’ self-efficacy: (A) Self assessment: when preschool teachers encounter teaching difficulties, they first seek assistance from teacher in the same class; when teahers encounter difficulties counseling children, they first observe and then seek help. When dealing with negative impacts from family and the community, teachers also express their specific practices. (B) Factors affecting self-efficacy: The greatest influence on teachers during their years of study before entering the field are childhood education theories and internship experiences; the greatest influence on teachers during their actual practice are the children and parents; low social class and parents’ resistance to cooperate are the greatest negative forces. (C) Effects of teachers’ self-efficacy: Teachers use demonstration, guidance, and encouragement to promote positive children leaning experiences.
    3. Strategies used by privately managed public preschool teachers to ehnace self-efficacy: Teachers seek professional development and peer leanring.
    Recommendations for preschool teachers, privately managed public preschools, and future researchers are provided based on the research findings.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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