幼稚園教師角色行為難易的探索性因素分析

University of Taipei > 本校其他單位 > 研究發展處 > 臺北市立師範學院學報 (19-36卷1期) > Item 987654321/5165

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题名:	幼稚園教師角色行為難易的探索性因素分析 The Exploratory Factor Analysis of the Difficulties of Kindergarten Teacher's Role Behaviors
作者:	黃意舒
日期:	1991-06
上传时间:	2011-12-07 11:55:14 (UTC+8)
出版者:	臺北市立師範學院
摘要:	中文摘要　　本研究的目的為：以探索性的因素分析方法，尋找決定幼稚園教師角色難易程度之重要因素，以作為幼教教師師資培育的參考。　　角色行為的找尋係由國內報章雜誌及論文中摘下各角色行為，總共歸納為121項角色行為。其中教學角色行為64項，行政角色行為26項，輔導角色行為31項，將121項角色行為編制成問卷。受試為各所師範學院幼兒教育師資科歷屆畢業且仍在幼稚園任教之幼教老師。　　以主要成分因素抽取法及變方最大法進行直交轉軸，將360位幼稚園教師在自評其教學、行政及輔導角色之難易度的調查結果進行因素分析，分別抽取決定受試在自評其教學、行政及輔導角色之難易度的重要因素。　　在教學角色行為之執行難易程度係由六項因素所組成，依其重要性排列如下：『技巧性的教學角色』、『教學活動設計的角色』、『教學評量的角色』、『給予幼兒自主的教學角色』、『教學資源運用的角色』及『教學環境佈置的角色』。　　在行政角色行為之執行難易程度係由四項因素所組成，依其重要性排列如下：『具行政素養之角色』、『行政實務的角色』、『專業交流的角色』及『親職輔導與溝通的角色』。　　在輔導角色行為之執行難易程度係由四項因素所組成，依其重要性排列如下：『輔導幼兒能力及行為的角色』、『尊重與愛的輔導角色』、『瞭解幼兒的輔導角色』及『與幼兒溝通的輔導角色』。 ABSTRACT 　　This research utilized the exploratory-factor-analysis-method for searching the difficult levels of the kindergarten teacher's role behaviors to find out the important influential factors. The role behaviors were abstracted from internal articles, papers and dissertations. 64 teaching role behaviors, 26 administrative role behaviors and 31 quidance role behaviors were discovered.The total of role behaviors was 121. The questionaires were composed of those role behaviors. 　　The subjects were kindergarten teachers who had graduated from Two-years Early Childhood Teachers' Education Department in Teachers' Colleges. The number of effective questionaires was 360. The factor-analysis-method was Principal-Component-Analysis and Varimax-Method. 　　The difficulties of teaching role behaviors were decided by 6 factors. The order of importance was: teaching skill, program designing, learning evaluation, teaching children self-support, utilizing teaching resourses, equipment arrangement. 　　The difficulties of administrative role behaviors were decided by 4 factors. The order of importance was: administrative self-discipline, administrative practical tasks, professional communication, parental guidance and communication. 　　The difficulties of guidance role behaviors were decided by 4 factors. The order of importance was: abilities and actions guidance, respect and affection, understanding children, communicating with children.
關聯:	臺北市立師範學院學報 22期 139-154
显示于类别:	[研究發展處] 臺北市立師範學院學報 (19-36卷1期)

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