Study of Factors Influencing Childcare Quality in Preschools

影響幼兒園照顧品質因素之研究

10.29539/CNABH.201212.0002

邱秀月(Hsiu-Yueh Chiu)；Alison Owens

幼兒照顧 ； 幼兒園 ； 幼兒照顧品質 ； 質性案例研究 ； childcare ； preschool ； childcare quality ； qualitative study

嘉南學報（人文類）

38期（2012 / 12 / 01）

264 - 271

英文

臺灣低生育率及幼托整合環境下，幼兒園的品質受到入學人數下降、教師待遇低、不良工作條件及許多非法幼兒園的影響。本研究主要目的為探討比較家長、教師和園長對影響幼兒園品質之因素之看法。本研究使用質性的案例研究方法，以半結構化之個人訪談和焦點團體方式，訪談一個私立幼稚園、一個公立托兒所及一個公辦民營托兒所之三種類型的幼兒園，探討幼兒園家長、教師和園長對幼兒園對幼兒品質的意見。研究發現家長認為教師品質、師生比、教師流失率、家長老師溝通、教學和照顧及園所環境是主要影響品質因素。教師認為教師品質、教學和照顧，政府政策、師生比、園長領導、及家長老師溝通至關重要。園長認為教師品質、教師流動率、薪資、工作環境、教學和照顧、師生比、園所環境、園長領導、及政府政策是重要因素。

In recent years, the quality of childcare in Taiwanese preschools has been affected by falling enrolments, low salaries, poor working conditions, and the prevalence of unregistered preschools in the context of low fertility rates and the implementation of the Child Education and Care Act (CECA) to integrate kindergartens with nursery schools. This research aims to investigate the factors influencing childcare quality in the Taiwanese preschool profession by comparing the perspectives of parents, teachers, and principals. It is anticipated that the results might be used as a reference for designing government policy and managing preschools to enhance the quality of childcare. This research uses a qualitative case study approach in three types of preschools to explore how parents, teachers, and principals view childcare quality in the Taiwanese preschool. Data collection methods for this research consisted of focus group and individual interviews with semi-structured questions. A total of nine interview sessions were held with three principals, three teachers' focus groups, and three parents' focus groups in October 2011.The research found that the parent category considered teacher quality, staff-child ratios, teacher turnover, parent-teacher communication, teaching and caring, and physical environment to be key factors. The teacher category considered that teacher quality, teaching and caring, government policy, staff-child ratios, principals' leadership, and parent-teacher communication were essential. The principal category considered teacher quality, teacher turnover rates, pay and working environment, teaching and caring, staff-child ratios, physical environment, principals' leadership, and government policy to be important.

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