| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 107 === The purpose of this study is to conduct a research about Cooperative Teaching and Teacher Efficacy for public preschool teachers in Kaohsiung city. To achieve the above purpose, this study conducted a questionnaire survey. The study population is preschool teachers in Kaohsiung city, and there are 370 returned valid samples out of 450 sent out samples (82.2% returned rate). The data were analyzed with the software package SPSS for windows, and descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis were performed. Major findings are as follows:
1. Preschool Teachers’ cooperative teaching is at the upper middle level. Among them “Cooperative atmosphere” were most closed dimensions by teachers, with “Dilemma” the less involved.
2. Preschool Teachers’ teacher efficacy is at the upper middle level. With “Effective teaching” being the strongest dimension and “Overcoming family factors” the weakest one.
3. Significant differences of preschool teachers’ cooperative teaching were indicated in relation to factors such as “Age”, “Marital status”, “Obtain a qualified teacher certificate”, “Teacher qualification pipeline”, “Professional title”, “Cooperation experience”, “Choice of joint teachers”, “Cooperation time”, “Age gap between teachers and co-teachers” , “cooperative teaching’s frequency”.
4. Significant differences of preschool teachers’ teacher efficacy were indicated in relation to factors such as “Age”, “Teaching years”, “Marital status”, “Highest education”, “Obtain a qualified teacher certificate”, “cooperative teaching’s frequency”.
5. In general, the stronger the preschool teachers’s cooperative teaching, the closer the degree of teacher efficacy.
This study finally proposed conclusions and solid suggestions as references for educational administrators, preschool teachers, and future research based on results.
Keywords: Preschool Teachers, Cooperative Teaching, Teacher Efficacy.
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