| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 99 === The study aims to explore the current public kindergarten teachers’ multicultural literacy and teachers’ differentiation toward the multicultural literacy from different background. Conducted by “The kindergarten teachers’ multicultural literacy questionnaire”, the study was based on data from 289 public kindergarten teachers in Kaohsiung County in academic year 2010. Descriptive analysis and one-way ANOVA were used as statistic methods.
The findings are as follows:
1. The multicultural literacy of the 251 public kindergarten teachers reaches to a medium-high level with an average score 3.96 in Kindergarten Teachers’ Multicultural Literacy Scale and the “cultural sentiments” as the highest, the “cultural techniques” as the lowest.
2. The variables of age, ethnic groups, educational background, teaching experiences, and religious belief are significant.
3. Teachers aged between 21 and 30, teachers with less than 10 years of teaching, and teachers with bachelor’s degree showed better multicultural literacy significantly.
4. The study showed that the more activities (such as educational workshops and training courses) the teachers participate, the better multicultural literacy they have.
5. When the teachers have more opportunities practicing multicultural literacy, such as participating in different ethnic activities, teaching students of different races, gender discrimination in traditional Chinese families, and making friends with different races, they have better performance than those who do not.
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