Supportive and Undermining Behavior Between Co-teachers In Preschool
| Autor: | CHEN, CHING-YI, 陳靜怡 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The purpose of this study is to investigate the supportive and undermining behavior of the teachers in the Preschool. This study also examines the differences between different backgrounds in supportive and undermining behaviors for teachers. Furthermore, it explores the relationship between behavior of the teachers and their satisfaction of jobs. In this study, it uses a self-designed "Preschool class teacher supportive and undermining behaviors” scale. Preschool teachers who co- teaches with another teacher in the class were the subject of this study. They were from public and private preschool in Taipei city and new Taipei city. The results of this study shows the supportive behaviors of preschool teachers include: "communication and cooperation", "positive emotional care", "class collaboration" and "interpersonal support of parents and colleagues". Moreover, the connotation of undermining behavior includes: "conflict" and "neglect". Furthermore, there were significant in the supportive and undermining behaviors of preschool teachers with different teaching service and different education levels in the self-assessment scale. "Class collaboration "in supportive behavior and the "neglect" in undermining behavior significantly predicted the job satisfaction of preschool teachers. Teachers in the self-assessment and evaluation of the behavior, in the "class collaboration” behavior more, the teacher's job satisfaction is higher, on the contrary. The more neglect behavior, the satisfaction of teacher’s job is lower. It is suggested the preschool teachers should be able to work together with their partners in the assignment, responsibility, through the regular class meetings to discuss, and then to share and clarify each other's teaching ideas to reach a consensus, to contribute to the classroom collaboration. On the contrary, preschool teachers believe that the neglect of behavior from third party (parents, children, executive director) questioned on their own teaching methods and the parental communication, the partner should take the initiative to provide assistance or explanation. It is suggested that the co-workers of preschool can actively propose assistance to be provided when a third party raises questions in the course of cooperative operations, solving the situation through active negotiation and communication, thus, it enhances the preschool teachers’ positive supportive behavior. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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