| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 95 === A Survey Study of Multiple Intelligence,
Teaching Beliefs about Multiple Intelligences and
Teaching Effectiveness for the Preschool School Teachers
Yoo-Yang Huang
Abstract
This study aims to delving into the relationship among multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness for the preschool school teachers. The main points are to realize the condition between teaching beliefs about multiple intelligences and teaching effectiveness of the preschool school teachers. Analysis the difference of the preschool school teachers under different individual and environmental background variables, and the correlation among multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness. The last step is to use Stepwise multi-regression analysis method to parse whether multiple intelligence, teaching beliefs about multiple intelligences of all kinds can foresee teaching efficiency.
. Apart from using literatures to discuss the theories and related researches for teaching beliefs about multiple intelligences and teaching effectiveness for the preschool school teachers, this study adopts questionnaire and interview surveys by collecting questionnaire and interview data about multiple intelligence, teaching beliefs about multiple intelligences and teaching effectiveness from registered public and private preschool school in Taichung City, Taichung County, Changhua County, and Nantou County. By stratified random sampling to conduct the sampling, a total of 678 questionnaires were distributed with 514 effective ones retrieved. The study tool used are “Questionnaire of Multiple Intelligence for the Preschool School Teachers. ”by Jeng Bor-Jen and self-designed “Questionnaire of Teaching Beliefs about Multiple Intelligences and Teaching Effectiveness for the Preschool School Teachers. ” After retrieving questionnaires, statistical methods such as descriptive statistics, one-way ANOVA, Pearson’s Product-moment correlation, and Stepwise multi-regression were used to conduct data analysis. In the respect of interview survey, the phone interview on five Preschool School teachers was conducted.
Findings of this study bring out nine conclusions given below:
1.It shows a good status for preschool school teachers’ teaching beliefs about multiple intelligences which has widely earned positive affirmation and recognition from teachers widely, among which the aspect of “Curriculum Design” is considered important.
2. There is no significant difference in teaching beliefs about multiple intelligences for the preschool school teachers.
3.Generally, preschool school teachers’ teaching effectiveness presents good performance.
4.Affected by background factors such as “teachers’ age”, “teachers’ teaching seniority”, “nature of preschool school ” and “areas of preschool school”, it appears difference for preschool school teachers’ teaching effectiveness.
5. It presents positive correlation for relationship between multiple intelligence and teaching beliefs about multiple intelligences in preschool school teachers.
6. It presents positive correlation for relationship between teaching beliefs about multiple intelligences and teaching effectiveness in preschool school teachers.
7. It presents positive correlation for relationship between multiple intelligence and teaching effectiveness in preschool school teachers.
8. The preschool school teachers’ multiple intelligence has explanation of the teaching effectiveness, The preschool school teachers’ multiple intelligence
can make prediction of the teaching effectiveness.
9. The preschool school teachers’ teaching beliefs about multiple intelligences has explanation of the teaching effectiveness. The preschool school teachers’ teaching beliefs about multiple intelligences can make prediction of the teaching effectiveness.
Finally, we would come up suggestion for competent authorities in educational administration, Preschool School, Preschool School teachers, and future studies according to findings, in the hope that these suggestion benefit to future development for early childhood education.
Keywords: Preschool School Teachers, Multiple Intelligence, Teaching Beliefs about Multiple Intelligences, Teaching Effectiveness.
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