The Research on the Ethical Motivation and Teaching Ability Using Jigsaw II Cooperative Learning Technique of Teachers in Rural Inclusive Kindergartens in Guangxi

Abstract

This study aimed to achieve the following objectives: (1) To compare changes in ethical motivation test scores among teachers at a rural inclusive kindergarten in Guangxi  before and after ethical  training;  (2) To  conduct comparative  analysis between teachers 'teaching ability test results and the standard threshold of 80% full score; and 3) To evaluate teachers' satisfaction with the correlation between their ethical motivation and  teaching  ability. The study  adopted  a  single-group  pretest posttest design,  with  samples  selected from 25  in-service  teachers at a  rural  inclusive kindergarten in Guangxi  through comprehensive  sampling.The research  tools included: 1) An ethical motivation training program based on teacher ethical norms;  2) A 40-item multiple-choice ethical motivation assessment and a 35-item multiple-choice teaching ability assessment; 3) A teacher satisfaction questionnaire comprising 18 items and 5 rating levels. The data analysis employed statistical methods that was mean, percentage, standard deviation, and t-test.

The results were as follows: (1) The scores of teachers' ethical motivation test were significantly higher than those before the training (X=68.52, S.D.=7.31; X=82.15, S. D.=5.48, t=8.92, p<0.01). (2) At the 0.01 significance level, the test scores of teachers' teaching ability was significantly higher than the 80% full-score threshold (test score X=83.67, S.D.=4.93, t=4.15, p<0.01). and (3) The highest satisfaction was for the correlation between ethical motivation and teaching ability, and the second was for the synchronicity of ethical training and teaching ability.