| Summary: | 碩士 === 國立高雄師範大學 === 事業經營學系 === 104 === This study aims to explore the current situation of the kindergarten teachers’ perceptions of character education implementation and the relationship between teacher belief as well as teaching behaviors of character education in Kaohsiung. Teachers from different backgrounds and compare the difference of carrying case realizations for character education, teachers' beliefs and their teaching p behaviors and explore their relationships.
To achieve the purpose of study, the research adopts the way of questionnaires. The researcher first analyzed and realized the problems related to kindergarten implemented character education, teacher belief and teaching behaviors of character education. Then three questionnaires, one is the researcher self-edited ” Questionnaire on Kindergarten Teacher Character Education Belief “, second is “Teaching Behaviors Questionnaire” and the third is “Questionnaire on kindergarten teachers’ perceptions of character education implementation”. These three questionnaires were distributed randomly to 230 kindergarten teachers in Kaohsiung City. The researcher input whole questionnaire data with descriptive statistics, standard deviation, one way ANOVA, and Pearson’s Product-moment Correlation multiple stepwise regression analysis. According to the output, the results of the study conclusions are as follows:
1. The whole character education beliefs of Kindergarten teachers incline to tend positive, and it is affected by such factors as teachers’ marital status, joining character education workshops and implementation of character education in kindergarten.
2. The whole character teaching behaviors of Kindergarten teachers incline to be vigorous and active, and it is affected by such factors as teachers’ marital status, joining character education workshops and implementation of character education in kindergarten.
3. Kindergarten’s teachers tend to support the implementation of character education and positive perception of orientation and subject teachers in age, marital status, joining character education workshops and implementation of character education in kindergarten.
4. Kaohsiung Kindergarten Teachers' Beliefs and implementation of character education as a whole showed a significant positive correlation among instructional evaluation is the best. But the emphasis on character education has still progressive space is progressing.
5. Teaching beliefs and teaching behavior of character education showed a positive correlation. It is the greater effect for teachers' roles of teaching behavior, the higher teachers' beliefs on teaching behavior.
6. Kindergarten teachers implemented character education and teachers' beliefs and perception teaching behavior correlation exists. A teacher’s belief is better and her teaching behavior is better. The better implementation of character education, teachers' beliefs and their teaching behavior are better, too.
Based on the results of the research, the researcher hereby offers some practical suggestions for related educational organizations, kindergartens, kindergartens teachers and future researchers.
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