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    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://nhuir.nhu.edu.tw/handle/987654321/26885


    题名: 幼兒園教師個人特質與角色期望關係之研究－以苗栗幼兒園為例
    其它题名: The Study of Preschool Teachers's Personal Characteristics and Role Expectation--A Case Study of Preschool in Miaoli City
    作者: 王雅筌
    WANG, YA-CYUAN
    貢獻者: 幼兒教育學系
    陳木金;盧綉珠
    CHEN, MU-JIN;LU, HSIU-CHU
    关键词: 角色期望;自我角色期望;個人特質;幼兒園教師;角色知覺
    self-role expectation;role expectation;personality traits;preschool;role perception
    日期: 2018
    上传时间: 2019-03-14 11:18:15 (UTC+8)
    摘要: 　　本研究旨在瞭解苗栗地區幼兒園教師個人特質與角色期望關係之研究，且在不同背景變項下，苗栗地區幼兒園教師個人特質、角色期望之差異情形。研究採問卷調查法進行，以研究者自編之「幼兒園教師個人特質與角色期望之關係問卷」作為研究工具，以苗栗縣在職幼兒園教師作為研究對象，共發出250份紙本問卷，有效問卷計213份，可用率達85.2％，問卷回收後以描述性統計、t考驗分析、單因子變異數分析、皮爾遜績差相關等統計方式進行資料分析。　　根據研究結果進行討論與建議。研究發現如下：一、幼兒園教師個人特質與角色期望現況來看，問卷高得分統整出平均數為99.02，因此個人特質與角色期望有絕高的認同。二、不同背景變項(年齡、性別、工作年資、最高學歷、婚姻狀況、有無子女)對幼兒園教師個人特質有非常顯著之差異，說明隨背景變項改變會直接影響幼兒園教師個人特質顯現。三、不同背景變項(年齡、性別、工作年資、最高學歷、婚姻狀況、有無子女)對幼兒園教師角色期望及分向度均有非常顯著之差異，說明隨背景變項改變會直接影響幼兒園教師角色期望顯現。四、幼兒園教師個人特質與總量表呈現著正相關（r=.984，p<.01），表示幼兒園教師個人特質與整體相關總量表有顯著的相關性，且強度為正相關。　　最後，依據上述研究結果所提出之建議，可供給於相關培訓單位及幼兒園單位等，作為未來探究幼兒園教師個人特質與角色期望之議題或培訓參考依據。
    　　The purpose of this study was to understand the relationship between personality traits and role expectations of Preschool teachers in Miaoli and to understand under different background variables, the differences in personality traits and role expectations of kindergarten teachers in Miaoli. The research adopted the investigation method of the questionnaire whose research subjects were in-service Preschool teachers in Miaoli.　　The tool of investigation made up by the researcher was “the questionnaire of the relationship of kindergarten teachers' personality traits and role expectations” The number of sending and effective questionnaires were 250 and 213, respectively with the effective rate of 85.2%. After receiving the questionnaires, the data was analyzed by t-test, one-way analysis of variance and Pearson product-moment correlation.　　Discussion and recommendations based on the research results. The main conclusions were as follows: 1. According to the current situation of kindergarten teachers' personality traits and role expectations, the score of the questionnaires was 99.02. Therefore, kindergarten teachers' personality traits and role expectations had a strong identity. 2. Different background variables (age, gender, working years, highest education, marital status, and children) had significant differences in the personality traits of kindergarten teachers which explained that changes with background variables would directly affect the personality traits of kindergarten teachers. 3. Different background variables (age, gender, working years, highest education, marital status, and children) had significant differences in reflection of kindergarten teachers' role expectations. 4. The personality traits of kindergarten teachers were positively correlated with the total amount (r=.984, p<.01). It indicated that the personality traits of kindergarten teachers had a significant correlation with the overall relevant total amount, and the intensity was positively correlated.　　Finally, based on the recommendations of the above research results, the results of this research could be supplied to relevant training departments and kindergartens as a topic or training reference for exploring the personality traits and role expectations of kindergarten teachers in the future.
    显示于类别:[幼兒教育學系] 博碩士論文

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