The In-Group Favoritism of Preschool Teachers and How It Affects the Job Perforomance on Practical Intelligence

• Main Authors: Shu-Juan Tsai, 蔡淑娟
• Other Authors: Chun-Liang Chou
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/46944629319201932443

碩士 === 樹德科技大學 === 幼兒保育學系 === 94 === Abstract The purpose of this research is to discuss the in-group favoritism and how it affects the job performance of preschool teachers on practical intelligence. The reserch targeted on the government-authorized nursery school teachers located in the area of Kaohsiung Ping-tong area and sampled 387 teachers. The questionnairs of ‘scenario evaluation on preschool’s teachers’, ‘job performance assessment on preschool’s teachers’, and ‘in-group gavoritism test on preschool’s teachers’ were used to gather data required. The conclusions from these questionnairs analyized via statistic processes of "Descriptive statistics", "Pair－Sample analysis of Variance", "MANOVA", "Cluster Analysis" and "SEM" are the followings: 1. Preschool teachers have diverse degrees of in-group favoritism in different aspects. 2. Preschool teachers from various backgrounds have varied in-group favoritisms. 3. Preschool teachers with different in-group favoritisms have dissimilar practical intelligence. 4. Preschool teachers with different in-group favoritisms have diversity of work performance. 5. The in-group favoritism of preschool teachers affects the representation on the practical intelligence in work performance. According to the conclusions, specified recommendations are provided for preschool nurseries and teachers and limitations and suggestions of this research were reflected for further study on this topic. Key words: Preschool teacher, In-group favoritism, Practical Intelligence, Job performance