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題名 幼兒園品質信念與幼兒園品質關係之研究
A Study Of The Relations Between ECE Program Quqlity Beliefs And ECE Program Quality
作者 劉蓁
貢獻者 徐聯恩
劉蓁
關鍵詞 幼兒教育
幼兒園
幼兒園品質信念
幼兒園品質
幼稚園
early childhood education
ECE programs
ECE program quality beliefs
ECE program quality
kindergarten
日期 2006
上傳時間 17-Sep-2009 14:50:12 (UTC+8)
摘要 高品質的幼兒園對幼兒發展具有重大影響，且幼兒園品質的意義隨著時代思潮的演進，其所指涉的範圍愈來愈寬廣，並有由內部導向的幼教歷程，擴展至外部導向的全面品質之趨勢。因此，幼兒園品質衡量之探討，便成為一個理論和實務兼具的重要課題。

本研究發展幼稚園品質問卷，為台北市347所幼稚園的園長與教師進行問卷調查，並利用SPSS13.0套裝軟體進行統計分析，旨在探究幼兒園品質信念與幼兒園品質之構面、園長與教師幼兒園品質信念與幼兒園品質之關係，及其相關因素之影響，並比較園長與教師在內、外部導向幼兒園品質信念差異情形。

本研究之結論如下：
一、本研究發展出幼稚園品質問卷，包含幼兒園品質信念與幼兒園品質兩量表。
二、台北市幼稚園幼兒園品質信念與幼兒園品質之現況佳。
三、教師與園長在幼兒園品質信念的差異，係受到個人特徵的「教育程度和幼教服務年資」之交互影響。
四、「幼稚園屬性」是形成教師的幼兒園品質信念差異之主要的幼兒園特徵；而「生師比」是形成園長的幼兒園品質信念差異之主要的幼兒園特徵。
五、教師、園長的幼兒園品質信念與幼兒園品質之相關均不高。
六、教師與園長在內、外部導向幼兒園品質信念之差異，僅表現在外部導向幼兒園品質信念之差異上。
七、教師與園長的內、外部導向幼兒園品質信念之一致性，與幼兒園品質無關。
八、幼兒園品質的差異，係受到「幼稚園屬性與幼稚園規模」之交互影響，以及「幼稚園規模與生師比」之交互影響。

最後研究者根據結論，就幼兒園品質之實務面與後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。
Research has shown that high ECE program quality has great effect on children’s developmental outcomes, and the concept of ECE program quality evolving over time has extended its contents from internal-oriented to external-oriented. As a result, defining and measuring ECE program quality has become an important issue, both in theory and practice.

The purpose of this study is fourfold: (a) to identify the dimensions of both ECE program quality belief and ECE program quality, (b) to examine the relations between directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs, (c) to ascertain the influence of related factors, and (d) to compare the difference between directors and teachers’ ECE program quality belief, both in internal-oriented and external-oriented ECE program quality belief. For achieving this purpose, this study developed the ECE program quality questionnaire to conduct mailed surveys in a sample of 347 kindergartens in Taipei city, and the data was analyzed with SPSS 13.0 to find possible significances.

The conclusions are as follows:
1.This study developed the ECE program quality questionnaire which included both ECE program quality belief and ECE program quality scale.
2.This study revealed that both ECE program quality belief and ECE program quality in Taipei kindergarten programs were good.
3.This study showed that when it came to staff characteristics, the interaction of education level and staffing experience had effects on the difference in both directors’ and teachers’ ECE program quality beliefs.
4.This study indicated that the program attribute was the main program characteristics in the difference between teachers’ ECE program quality beliefs; but to directors, the child: teacher ratio mattered in the difference between directors’ ECE program quality beliefs.
5.This study demonstrated modest relations between both directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs.
6.This study showed that teachers and directors had differences in external-oriented ECE program quality beliefs, but not in internal-oriented beliefs.
7.This study showed that the consistency of both directors’ and teachers’ internal and external-oriented ECE program quality belief had no relations with ECE program quality.
8.This study showed that both the interaction of program size and program attribute, and the interaction of program size and child: teacher ratio had effects on the differences in ECE program quality.

Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up ECE program quality research.
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描述 碩士
國立政治大學
幼兒教育所
92157004
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0921570041
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.author (Authors) 劉蓁zh_TW
dc.creator (作者) 劉蓁zh_TW
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 14:50:12 (UTC+8)-
dc.date.available 17-Sep-2009 14:50:12 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 14:50:12 (UTC+8)-
dc.identifier (Other Identifiers) G0921570041en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32913-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 92157004zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 高品質的幼兒園對幼兒發展具有重大影響，且幼兒園品質的意義隨著時代思潮的演進，其所指涉的範圍愈來愈寬廣，並有由內部導向的幼教歷程，擴展至外部導向的全面品質之趨勢。因此，幼兒園品質衡量之探討，便成為一個理論和實務兼具的重要課題。

本研究發展幼稚園品質問卷，為台北市347所幼稚園的園長與教師進行問卷調查，並利用SPSS13.0套裝軟體進行統計分析，旨在探究幼兒園品質信念與幼兒園品質之構面、園長與教師幼兒園品質信念與幼兒園品質之關係，及其相關因素之影響，並比較園長與教師在內、外部導向幼兒園品質信念差異情形。

本研究之結論如下：
一、本研究發展出幼稚園品質問卷，包含幼兒園品質信念與幼兒園品質兩量表。
二、台北市幼稚園幼兒園品質信念與幼兒園品質之現況佳。
三、教師與園長在幼兒園品質信念的差異，係受到個人特徵的「教育程度和幼教服務年資」之交互影響。
四、「幼稚園屬性」是形成教師的幼兒園品質信念差異之主要的幼兒園特徵；而「生師比」是形成園長的幼兒園品質信念差異之主要的幼兒園特徵。
五、教師、園長的幼兒園品質信念與幼兒園品質之相關均不高。
六、教師與園長在內、外部導向幼兒園品質信念之差異，僅表現在外部導向幼兒園品質信念之差異上。
七、教師與園長的內、外部導向幼兒園品質信念之一致性，與幼兒園品質無關。
八、幼兒園品質的差異，係受到「幼稚園屬性與幼稚園規模」之交互影響，以及「幼稚園規模與生師比」之交互影響。

最後研究者根據結論，就幼兒園品質之實務面與後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。		zh_TW
dc.description.abstract (摘要) Research has shown that high ECE program quality has great effect on children’s developmental outcomes, and the concept of ECE program quality evolving over time has extended its contents from internal-oriented to external-oriented. As a result, defining and measuring ECE program quality has become an important issue, both in theory and practice.

The purpose of this study is fourfold: (a) to identify the dimensions of both ECE program quality belief and ECE program quality, (b) to examine the relations between directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs, (c) to ascertain the influence of related factors, and (d) to compare the difference between directors and teachers’ ECE program quality belief, both in internal-oriented and external-oriented ECE program quality belief. For achieving this purpose, this study developed the ECE program quality questionnaire to conduct mailed surveys in a sample of 347 kindergartens in Taipei city, and the data was analyzed with SPSS 13.0 to find possible significances.

The conclusions are as follows:
1.This study developed the ECE program quality questionnaire which included both ECE program quality belief and ECE program quality scale.
2.This study revealed that both ECE program quality belief and ECE program quality in Taipei kindergarten programs were good.
3.This study showed that when it came to staff characteristics, the interaction of education level and staffing experience had effects on the difference in both directors’ and teachers’ ECE program quality beliefs.
4.This study indicated that the program attribute was the main program characteristics in the difference between teachers’ ECE program quality beliefs; but to directors, the child: teacher ratio mattered in the difference between directors’ ECE program quality beliefs.
5.This study demonstrated modest relations between both directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs.
6.This study showed that teachers and directors had differences in external-oriented ECE program quality beliefs, but not in internal-oriented beliefs.
7.This study showed that the consistency of both directors’ and teachers’ internal and external-oriented ECE program quality belief had no relations with ECE program quality.
8.This study showed that both the interaction of program size and program attribute, and the interaction of program size and child: teacher ratio had effects on the differences in ECE program quality.

Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up ECE program quality research.		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究背景 1
第二節 研究目的 7
第三節 待答問題 8
第四節 研究假設 9
第五節 名詞釋義 10
第六節 研究範圍 11
第七節 研究限制 11

第二章 文獻探討
第一節 幼兒園品質之意涵
壹 幼兒園品質之定義 13
貳 幼兒園品質之範圍與內涵 17
第二節 幼兒園品質之衡量
壹 美國常用的幼兒園品質衡量工具 23
貳 美國幼教學會幼教機構認證標準之修訂 36
參 幼兒園品質之相關研究 41
第三節 幼兒園品質信念之相關研究
壹 信念 43
貳 信念與實務之關係 46

第三章 研究設計
第一節 研究過程 51
第二節 研究對象 56
第三節 研究工具 58
第四節 分析方法 74

第四章 分析結果與討論
第一節 幼兒園品質信念與幼兒園品質表現之現況分析 75
第二節 背景變項在幼兒園品質信念之差異比較 82
第三節 背景變項在幼兒園品質表現之差異比較 89
第四節 幼兒園品質信念與幼兒園品質表現之相關分析 94
第五節 教師與園長在幼兒園品質信念之差異比較 95
第六節 綜合討論 100

第五章 結論與建議
第一節 結論 107
第二節 建議 110

參考文獻
中文部份 113
英文部分 115

附錄一：ISO9000系列國際標準 125
附錄二：ISO 9001:2000幼稚園品質管理系統(2004)之構面與項目 127
附錄三：幼兒園品質檢視表（PGQDCC, 1978）之構面與項目 129
附錄四：幼兒園環境量表修正版（ECERS-R, 1998）之構面與項目 132
附錄五：NAEYC幼教機構認證準則（NAEYC Accreditation Criteria & Procedure, 1998）之構面與項目 142
附錄六：幼兒園品質評估表（APECP, 1997）之構面與項目 144
附錄七：幼教品質評估表（PQA, 2003） 145
附錄八：美國國家品質獎教育卓越表現指標（Education Criteria for Performance Excellence, 2006）構面、項目與配分 146
附錄九：NAEYC幼教機構標準與認證準則（NAEYC Early Childhood Program Standards and Accreditation Performance Criteria, 2006）之構面與項目 153
附錄十：「幼稚園品質」研究問卷（園長版） 154
附錄十一：「幼稚園品質」研究問卷（教師版） 158


表次
表2- 1：幼兒園品質檢視表(PGQDCC, 1978)的構面與導向 25
表2- 2：ECERS-R 以「鼓勵幼兒表達」為例 26
表2- 3：幼兒園環境量表(ECERS, 2005)的構面與導向 27
表2- 4：幼教機構認證標準(1998)的構面與導向 29
表2- 5：幼兒園品質評估表(APECP, 1997) 的構面與導向 30
表2- 6：幼教品質評估表(PQA, 2003)的構面與導向 31
表2- 7：教育卓越指標(2006 )的構面與導向 33
表2- 8：幼兒園品質衡量工具之比較：從內部導向到外部導向 34
表2- 9：NAEYC幼教機構認證標準的構面調整 38
表2-10：NAEYC幼教機構認證標準(1998; 2006)之構面與品質導向比較表 39
表3- 1：本研究問卷回收情形摘要表 56
表3- 2：本研究樣本特性分析表 57
表3- 3：幼兒園品質信念量表項目分析摘要表 60
表3- 4：幼兒園品質信念量表19題採用直交轉軸之最大變異法後的因素
分析摘要表 62
表3- 5：幼兒園品質信念量表第22題的構面與題項表 62
表3- 6：幼兒園品質信念量表之構面與題項表 63
表3- 7：幼稚園品質信念量表之信度分析摘要表 63
表3- 8：幼稚園品質表現架構對照表 65
表3- 9：幼兒園品質表現量表之是非題項目分析摘要表 67
表3-10：幼兒園品質表現量表之頻率題項目分析摘要表 68
表3-11：幼兒園品質表現量表27題採用直交轉軸之最大變異法後的因素分析摘要表 70
表3-12：幼兒園品質表現量表之構面與題項表 71
表3-13：幼稚園品質表現量表之信度分析摘要表 72
表4- 1：幼兒園品質信念之現況分析摘要表 76
表4- 2：幼兒園品質信念各題項之現況分析摘要表 77
表4- 3：幼兒園品質表現之現況分析摘要表 78
表4- 4：幼兒園品質表現各題項之現況分析摘要表 80
表4- 5：不同教師、園長個人特徵在幼兒園品質信念之多因子變異數分析摘要表 82
表4- 6：不同教育程度、幼教服務年資與職業在幼兒園品質信念之單純主要效果變異數分析摘要表 83
表4- 7：不同幼兒園特徵在不同教師、園長幼兒園品質信念之多因子變異數分析摘要表 86
表4- 8：不同幼稚園屬性在教師幼兒園品質信念之t統計考驗摘要表 87
表4- 9：不同生師比在園長幼兒園品質信念之描述統計量 88
表4-10：不同生師比在園長幼兒園品質信念之單變量分析摘要表 88
表4-11：不同幼兒園特徵在不同教師、園長幼兒園品質表現之多因子變異數分析摘要表 89
表4-12：不同幼稚園屬性與規模在不同教師、園長幼兒園品質表現之單純主要效果變異數分析摘要表 91
表4-13：不同幼稚園規模與生師比在不同教師、園長幼兒園品質表現之單純主要效果變異數分析摘要表 93
表4-14：教師與園長之幼兒園品質信念與幼兒園品質表現之相關摘要表
94
表4-15：不同教師、園長在幼兒園品質信念之t統計考驗摘要表 95
表4-16：不同背景變項在內部導向幼兒園品質信念之多因子變異數分析摘要表 96
表4-17：不同背景變項在外部導向幼兒園品質信念之多因子變異數分析摘要表 96
表4-18：教師、園長在不同幼教服務年資下外部導向幼兒園品質信念之單變量分析摘要表 97
表4-19：不同職業、教育程度與幼稚園屬性在外部導向幼兒園品質信念之單純主要效果變異數分析摘要表 98
表4-20：不同教師與園長之幼兒園品質信念之成對樣本統計量與相關表
99
表4-21：不同教師與園長之幼兒園品質信念之成對樣本t統計考驗摘要表
99

圖次
圖2- 1：影響幼教品質的層次 20
圖2- 2：幼教品質模式 21
圖2- 3：NAEYC2006幼教機構品質的觀念架構 43
圖2- 4：動態的信念系統層次圖 50
圖3- 1：本研究之研究架構圖 57
圖3- 2：本研究之研究流程圖 79
圖4- 1：不同教師的教育程度與幼教服務年資在幼兒園品質信念之交互用
90
圖4- 2：不同園長的幼教服務年資與教育程度在幼兒園品質信念之交互用
91
圖4- 3：不同教師的幼教服務年資與教育程度在幼兒園品質信念之交互用
92
圖4- 4：不同幼稚園屬性在教師幼兒園品質信念之差異 94
圖4- 5：不同生師比在園長幼兒園品質信念之差異 95
圖4- 6：不同規模與屬性的幼稚園品質表現之交互作用 98
圖4- 7：不同屬性與規模的幼稚園品質表現之交互作用 99
圖4- 8：不同規模與生師比的幼稚園品質表現之交互作用 100
圖4- 9：不同生師比與規模的幼稚園品質表現之交互作用 101
圖4-10：不同職業與幼教服務年資幼稚園的品質表現之交互作用 108		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0921570041en_US
dc.subject (關鍵詞) 幼兒教育zh_TW
dc.subject (關鍵詞) 幼兒園zh_TW
dc.subject (關鍵詞) 幼兒園品質信念zh_TW
dc.subject (關鍵詞) 幼兒園品質zh_TW
dc.subject (關鍵詞) 幼稚園zh_TW
dc.subject (關鍵詞) early childhood educationen_US
dc.subject (關鍵詞) ECE programsen_US
dc.subject (關鍵詞) ECE program quality beliefsen_US
dc.subject (關鍵詞) ECE program qualityen_US
dc.subject (關鍵詞) kindergartenen_US
dc.title (題名) 幼兒園品質信念與幼兒園品質關係之研究zh_TW
dc.title (題名) A Study Of The Relations Between ECE Program Quqlity Beliefs And ECE Program Qualityen_US
dc.type (資料類型) thesisen
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