Kindergarten Teachers’ Information Technology Teaching Beliefs: The Critical Path Toward Teaching Effectiveness

With the advanced information technology application, in education area, computer-assisted instruction has been transferred to the diverse usage of information technology. The research of kindergarten teachers’ teaching belief in the usage of Information Technology and its impact on teaching effectiveness is the aim of the study. With random sampling to distribute and collect questionnaires, 512 kindergarten teachers in Northern Taiwan are selected as the research subjects. With SPSS, Factor Analysis, Regression Analysis, and Hierarchical Regression Analysis are utilized for data analyses. The research outcomes are concluded as follows. 1. Teaching Belief presents partially significantly positive correlations with Teaching Effectiveness. 2. Information Technology appears partially remarkably positive correlations with Teaching Belief. 3. Information Technology reveals partially notably positive correlations with Teaching Effectiveness. 4. Information Technology shows partially significantly moderating effects between Teaching Belief and Teaching Effectiveness. Based on the research outcomes, it is expected to provide some suggestions and reference for kindergartens with Information Technology integrating early childhood education.