澳門幼兒教師勝任力調查研究

As Macau's society rapidly develops, the education system of Macau also
continues to develop, including early childhood education. The competency of early
childhood teachers in Macau plays an important role in the future development of
education. Teacher competency includes four main dimensions: educational ability,
work attitude, psychological factors, and motivation. This paper focuses on exploring
these dimensions and the differences in teacher competency among Macau's early
childhood educators, considering their personal background variables. Moreover, this
research investigates the factors such as the working attitude of teachers, their
professional development needs, and motivation that affect their teaching in early
childhood education.
Historically, understandings of teacher competency in Macau's early
childhood education were primarily analyzed through t-tests and one-way Anova of
survey data, which tend to have lower reliability and validity. This paper employs
confirmatory factor analysis among other methods to conduct empirical research on the
current state of teacher competency, aiming to advance the development of teacher
competency in Macau with more reliable data.
This paper uses literature review methodology to gather relevant research and
analyzes the information gathered, by using a self-assessment questionnaire on early
childhood teacher competency to conduct a survey among 187 early childhood teachers
in Macau. This can help to understand their competency levels and how these correlates
with their personal background variables.
The integrated data from the teacher self-assessment questionnaires indicate
that the overall level of teacher competency in Macau is acceptable. In terms of the 4
early childhood teacher competency factors, the psychological factors got the highest
score, while their educational abilities got a lower score. The differential analysis
conducted on the evaluated teachers shows there are significant differences in early
childhood teacher competency among different age groups and years of teaching
experience.
This research aims to provide more data and information to Macau's education
related departments and kindergarten management, to formulate targeted teacher
training and career development plans of teachers, which can help to improve the
overall teaching quality and job satisfaction of teachers in Macau's early childhood
education. The research suggests that future research should expand the research
subjects to early childhood teachers from different cultural backgrounds, increase the
use of interviews and case analysis (adopting mixed research methods), and analyze the
differences in personal background variables and the competency of Macau's early
childhood teachers.

澳門社會飛速進步的同時，其教育體系也在不斷發展，而幼兒教育在塑 造孩子未來發展的基礎上扮演著至關重要的角色。故澳門幼兒教師勝任力對於 幼兒教育的未來發展具有不可忽視的重要性。教師勝任力(Teacher Competency) 包含教育能力、工作態度、心理因素和動機等四大維度。本文著重探討這四個 維度和教師的個人背景變項與澳門幼兒教師勝任力的差異性。同時，也會關注 教師的工作態度、專業發展需求及動機等因素對幼兒教師教學的影響。過去， 人們對澳門幼兒教師勝任力的了解較多使用 t 檢驗及單因數變異數進行問卷數 據分析，其有效性及可靠性相對較低。針對上述問題，本文採用驗證性因素分 析等方法對幼兒教師的勝任力現狀進行了實證研究，期望以更可靠的數據推動 澳門幼兒教師勝任力的發展。本文使用文獻分析法整合相關文獻及就研究資訊 進行分析，並使用幼兒教師勝任力自評定問卷對澳門 187 名幼兒教師進行問卷 調查，以了解澳門幼兒教師的勝任力及個人背景變項與澳門幼兒教師勝任力的 差異性。整合教師自評問卷數據後結果如下: 澳門幼兒教師勝任力總體水準尚可， 就勝任力特質表現而言，幼兒教師的心理因素最好，幼兒教師的教育能力較差。 而對被評價幼兒教師進行差異分析的結果顯示：不同年齡段和教齡與幼兒教師 勝任力有顯著差異。 本研究有望為澳門教育相關部門和幼稚園管理層提供更多數據和資訊， 以制定針對性的教師培訓和職業發展計劃，提高澳門幼兒教育整體教學品質和 教師職業滿意度。建議未來研究擴展研究對象至不同文化背景的幼兒教師、增加訪談和個案分析的部分(採用混合研究方法)和分析個人背景變項與澳門幼兒 教師勝任力的差異性。