Early Childhood Education Teachers， Motivation and Behavior of In-Service Education
| Autor: | Yi-Ping Zheng, 鄭伊萍 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 In recent years, the number of newborns has declined from 260,354 in 2001 to 196,627 in 2011, making the preschool market increasingly serious due to oversupply. Preschool education is the foundation of all further education. In the setting of knowledge-based Economy, teachers should keep regular in-service training and increase professional knowledge, ability and professional attitude to deal with the steady pouring stream of new knowledge. In-service training is self-learning activities that teachers take to promote their professional knowledge and ability. It is also an educational process aimed to enhance the quality of teaching, promote individual growth, and establish a professional learning community and grow together. How to plan teachers’ learning activities in line with their needs and enhance their professional development is a vital issue. This study aimed to investigate the relationship between motivation and learning behaviors of kindergarten teachers. In this way, the study was able to learn about the actual situation of preschool teacher’s training motivation as well as their learning behaviors. Data was collected from questionnaire after 300 samples were issued in convenience sampling method among Miaoli County public and private kindergartens teachers in March 2016. The data was filed by SPSS 18.0 statistical package and analyzed through descriptive statistical analysis, reliability and validity analysis, statistical correlation analysis and regression analysis. Study findings were expected to offer help for academic and industry field. The main results are shown below: First, the young teachers to participate in in-service training with the highest motives of self-interest. Second, the young teachers to participate in training in order to participate in the number of school study arrangements better performance. Third, the motivation of young teachers to participate in training of young teachers in cities and counties, age, years of teaching experience and school size have significant differences. Fourth, the training of young teachers to participate in a significant difference in behavior county, level of education. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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