臺北市公立幼兒園教保服務人員與新移民親師互動之研究

Abstract

摘 要 本研究主要目的在探討臺北市公立幼兒園教保服務人員與新移民親師互動在互動內涵、互動方法、互動障礙與互動成效等四個層面之情形，並比較不同背景因素的幼兒園教保服務人員與新移民親師互動之差異情形。本研究以臺北市新移民子女就讀國小人數最多的五個行政區內公立幼兒園教保服務人員共計385人為受試對象，有效問卷為383份。研究工具為自編「臺北市幼兒園教保服務人員與新移民親師互動調查問卷」，採用描述性統計、單因子變異數分析等進行資料處理。從中發現下列研究結果： 一、教保服務人員與新移民親師互動之內涵以談論「孩子表現的良好行為」為主。 二、不同個人背景因素的受試者與新移民親師互動之內涵的差異比較：除因受試者擔任的職務、服務年資、婚姻狀況、對新移民瞭解的程度、與新移民互動的頻率不同親師互動內涵有顯著差異外；其餘均無顯著差異。 三、教保服務人員與新移民親師互動之方法以「面對面溝通」為最常使用的互動方法。 四、不同個人背景因素的受試者與新移民親師互動之方法的差異比較：除因受試者擔任的職務、服務年資、婚姻狀況、對新移民瞭解的程度、與新移民互動的頻率不同親師互動方法有顯著差異外；其餘均無顯著差異。 五、教保服務人員與新移民親師互動之障礙以「新移民參與學校活動頻率低」為主要的互動障礙。 六、不同個人背景因素的受試者與新移民親師互動之障礙的差異比較：服務年資1-5年的受試者親師互動障礙最高；婚姻狀況為未婚的受試者親師互動障礙有顯著差異外；其餘均無顯著差異。 七、教保服務人員與新移民親師互動之成效以「建立彼此的信任」為主要的互動成效。 八、不同個人背景因素的受試者與新移民親師互動之成效的差異比較：除因受試者擔任的職務、服務年資、與新移民互動的頻率及任教班級新移民子女數不同親師互動成效有顯著差異外；其餘均無顯著差異。 本研究根據研究結果提出具體的建議，以作為教育相關單位及未來研究發展之參考。

關鍵字：新移民、親師互動

A study on parent-teacher interaction between and teachers of public kindergarten and newly immigrants in Taipei By Chang,Li-Chuan

Abstract The main purpose of this study was to understand the contents, methods, obstacles, and effects of parent-teacher interaction between and teachers of public kindergarten and newly immigrants in Taipei. The samples for this study were teachers from public kindergarten in Taipei by stratified cluster sampling. A questionnaire was developed for data collection and a total of 383 responses were valid for analyses. The findings were as follows: 1.Contents communicated by teachers and newly immigrants were mainly about “positive behaviors of children”. 2.There were significant differences in parent-teacher interaction contents in terms of different personal backgrounds. 3.Interaction method used most frequently between teachers and parents was “face to face communication”. And there were significant differences in parent-teacher interaction methods in terms of different personal backgrounds. 4.Main interaction obstacle between teachers and parents was that “newly immigrants participate in school activities less frequent”. And there were significant differences in parent-teacher interaction obstacles in terms of different personal backgrounds. 5.Main effect of interaction between teachers and newly immigrants was “linking each other with trust”. And there were significant differences in parent-teacher interaction effects in terms of different personal backgrounds. Based on the results, several suggestions were provided for relevant institutes and teachers.

Key words: newly immigrants, teacher-parent interaction.