A Study of Preschool Teachers' Teaching Beliefs and Positive Discipline

• Main Authors: Chen, Yin, 陳茵
• Other Authors: Chang, Mei-Yun
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/05287814043582993094

碩士 === 中臺科技大學 === 文教事業經營研究所 === 101 === The main purpose of this study was to realize the status of preschool teachers’ teaching beliefs and positive discipline, to explored how they was diverse by teacher’s background, and to analyze how teachers’ teaching beliefs relate to positive discipline. Questionnaire survey was used to investigate research questions of the study. A total of 311 participants were selected randomly through stratified samplings from preschool teachers in Taichung City (valid response rate = 79%). The researcher used description statistics, t-test, one-way ANOVA, Pearson correlation and multiple regression as statistical techniques. The results was listed below: 1.The current status of teacher’s teaching beliefs in preschools was above average. 2.The current status of teacher’s positive discipline in preschools was above average. 3.There was no significant difference on the teacher’s teaching beliefs and positive discipline with different academic backgrounds and size of preschools. 4.There was significant difference on the teacher’s teaching beliefs with different age, years of teaching and kind of preschools. 5.There was significant difference on the positive discipline with different age, years of teaching and kind of preschools. 6.Teachers’ teaching beliefs and positive discipline of preschools had significantly positive related. 7.Teachers’ teaching beliefs of preschools had the best predictive power for positive discipline. Some suggestions provided for educational authority, preschools, teachers, and further research.