A Correlation Study of Daycare Service Quality,Sense of Parent Self-Efficacy and Parent-Teacher Communication
| Autor: | Shu-Lin Liu, 劉淑玲 |
|---|---|
| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 This empirical study aims to examine the association of childcare service quality, parents’ efficacy and parent-teacher in an early childhood setting. This study adopts the census survey method by using paper-and-pencil questionnaires, including parents’ personal data, childcare service quality scale, parents’ efficacy scale and parent-teacher scale. The instruments are reliable and valid by using expert and construct validities and Cronbach’s alpha reliability. The subjects are in total 150 parents enrolled in private-sector childcare in the Ta-an district of Taipei City. The return rate is 100% and the valid rate is 95%. Descriptive statistics, K-S analysis, independent sample t-test, one way analysis of variance, Pearson’s correlation analysis, hierarchical stepwise regression analysis and path analysis are used to test the hypotheses. Research results are as followed: 1. There are a couple of gender differences that exist in parent-teacher communication, indicating female parents have higher scores in communication effect and parent-teacher communication total scores than those of male parents. 2. There are a couple of age differences that exist in parents’ efficacy, indicating parents above 46 have higher scores than those aged between 26 to 35 in their own childcare confidence and parents’ efficacy total score. 3. There are a few family-size differences that exist in parents’ efficacy and parent-teacher communication. In childcare effect, child-rearing confidence and parents’ efficacy total score, the families with 3 or more children have higher scores than families with only one child; in emotional communication effect, childrearing confidence and parents’ efficacy total score, the families with 3 or more children have higher scores than the families with two children; in the communication atmosphere, communication effect and parent-teacher communication total score, the families with 3 or more children have higher scores than the families with only one child or the families with two children. 4. There are a few time period differences that exist in childcare service quality. In tangible services, reliability, and childcare service quality total score, the families with children staying over 3-5 years have higher scores than those under one year; in the assurance, the families with children staying 1-2 years or 3-5 years have higher scores than those under one year. Also, the families with children staying 3-5 years have higher scores than those over 5 years. 5. There are no educational or vocational differences that exist in all scales of measurements. 6. There are a few family-income differences that exist in childcare service quality and parents’ efficacy. In the tangible services, assurance, reliability, childcare service quality total score, the families with a monthly income over NT$200,000 have higher scores those under NT$100,000. In childrearing confidence, the families with a monthly income between NT$150,000-200,000 have higher scores than those under NT$100,000. 7. There are moderate correlations that exist among childcare service quality, parents’ efficacy and parent-teacher communication. 8. For the prediction effect, emotional communication and childrearing confidence are the best predictors of a communication channel and timing with total explained variance of 33.1%; confidence, emotional communication and childrearing effect are the best predictors of communication content with total explained variance of 36.0%; having only one child, assurance, emotional communication and childrearing effect are the best predictors of a communication atmosphere with total explained variance of 41.0%; male parents, having only one child, families with two children, assurance, responsive warmth and emotional communication are the best predictors of a communication effect with a total explained variance of 40.6%; having only one child, responsive warmth, emotional communication and childrearing confidence are the best predictors of a communication effect with total explained variance of 49.7%. 9. There is a causal model that exists and indicates a direct effect among childcare service quality, parents’ efficacy and parent-teacher communication. Finally, conclusions and suggestions are drawn in accordance with the discussion. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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