Dissertations / Theses on the topic 'Teaching Nurses' Instruction'

Thesis (MCur)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to:  Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments.
AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om:  Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.

This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.

Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 20, 2005. Dissertation Committee: Dent Rhodes (chair), Rodney Riegle, Julie Gowen, Normand Madore. Includes bibliographical references (leaves 209-217) and abstract. Also available in print.

Patient education has become more important in decreasing patient anxiety about surgery. The purpose of this study was to examine the effects of two methods of teaching instruction on 2 groups of surgical patients (25 in each group): traditional (film and interview) and traditional plus nurse teaching-coaching on anxiety scores on two groups of surgical patients. Sister Callista Roy's Adaptation Model (1984) was the conceptual framework for this study.The research questions are a) "Are there significant differences between preoperative and postoperative scores on State Anxiety between two groups of surgical patients using two methods of preoperative instruction: traditional preoperative teaching and traditional preoperative teaching plus nurse teaching-coaching interventions" and b) "Are there significant differences in pre- and postanxiety scores of men and women?"State anxiety was measured by Form Y-1 of the State-Trait Anxiety Inventory by Speilberger, Gorsuch, & Lushene (1983). The nurse teaching-coaching intervention was performed in a 30 minute session that focused on content covered in the traditional preoperative teaching. Procedures for the protection of human subjects were followed.Findings of this study showed that no significant differences between pre- and post- anxiety scores for two groups of surgical patients, regardless of the method of instruction. There was, however, a significant difference between pre- and post- scores for two groups of surgical patients in regards to men and women. Women had greater levels of anxiety before surgery and greater decreases postoperatively than did men.Conclusions indicated that further research is needed to demonstrate the effectiveness of the nurse teaching-coaching intervention on decreasing anxiety levels of surgical patients. The nurse teaching-coaching intervention warrants strong consideration for further study and use in nursing practice in assisting in recovering from surgery.
School of Nursing

Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg’s two-factor motivator-hygiene theory (1959) was utilized as a foundation to explore the factors that impact intent to stay teaching. Methods: Adjunct clinical nurse faculty employed in associate degree nursing programs during the 2015 calendar year were invited to participate in this study. Participants were surveyed utilizing the Job Satisfaction Survey, the Nurse Educators’ Intent to Stay in Academe Scale, and demographic questionnaire via SurveyMonkey Web site. Results: Regression analysis indicated statistically significant relationships between job satisfaction, motivator, and hygiene factors with intent to stay score. In addition, faculty who had full-time employment outside of the adjunct position were found to have lower intent to stay scores compared to those working part time or not at all. Conclusions: Enhancement of adjunct clinical faculty members’ job satisfaction, motivator, and hygiene factors is necessary to retain this qualified group of educators. Improvement of intent to stay in the role can improve teaching and reduce costs at similar institutions of higher learning.

Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p<.00001). This suggests the on-line tutorial as a mode of delivery for clinical skills teaching of AAC solutions for patients with CCN was effective. The study also involved the design of a set of scenarios to assess transfer of knowledge from the tutorial to clinical practice in a safe environment. The scenarios targeted three areas for participants to problem solve through: the development of a yes/no response, recognition of sensory issues displayed by patients with CCN; and, candidacy for AAC use in an acute care setting. The scenarios were presented to both groups after completion of the post-test measure. No significant difference across the groups was noted. However, findings suggested that the use of scenarios may be a viable method for assessing the application of clinical skills when the participant had to generate a narrative outlining clinical practice as opposed being scaffold by the selection of correct and incorrect clinical skill strategies presented. The study emphasizes the need to enhance the patient-provider communication experience for patients with CCN and outlines basic elements for nurse training modules.

Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p

Graduate nurses are being employed to provide care in high acuity care areas, and this becomes a problem of significance as the literature suggests that graduate nurse's experience a deficit in integrating theoretical concepts in the clinical environment, described as the theory-practice gap; which can result in a risk to patient safety and the potential for negative outcomes. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses employed at a community hospital in northern New Jersey. After recruiting the participants through purposive sampling, semi-structured interviews were conducted with them utilizing a researcher-developed interview protocol based on the Casey-Fink Graduate Nurse Experience Survey. The research questions addressed the graduates' clinical experiences and their perceptions of simulation in facilitating the integration of theory to practice. Interviews were transcribed verbatim, coded, and analyzed to identify 4 themes: (a) the theory-practice gap, (b) effective educational pedagogy, (c) theory-practice integration, and (d) simulation-based learning. The crucial finding was that graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice. Based on these findings, the recommendations presented in a white paper will help the administration of the school of nursing at the local site make informed decisions to effect curricular changes that promote the students' integration of theory into practice. Further, the results of this study impact social change by serving as a model for similar programs to improve the preparation of graduate nurses to provide care to optimize positive patient care outcomes.

M.Cur.
The study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...

This study deals with the role of the unit sister in teaching student nurses in KwaZulu hospitals. The aim of the study was to identify the extent of her involvement in managing the unit to ensure clinical teaching and her involvement in the clinical teaching process. The role theory and the clinical teaching process formed the conceptual framework. Data was collected from sisters in charge of units by means of a questionnaire. The results of the study indicated that:- unit sisters regard good management of the unit as essential for effective clinical teaching. unit sisters regard clinical teaching as one of their important roles and functions as they said they were involved in all activities of the clinical teaching process however the responses were confined to what the unit sisters said they do which might not be what they actually do
Health Studies
M.A. (Nursing Science)

The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles. The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis. Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity. Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner.
Department of Educational Studies

This study identified pregnancy-related challenges encountered by student nurses at SAMHS Nursing College, with an aim of identify factors contributing to student nurses' pregnancies as well as finding ways to deal and minimize the rate of the pregnancies amongst the student nurses. Thirty (30) structured interviews were conducted with student nurses who were pregnant and those who delivered their babies during the period 2002 to 2007. It has been revealed that ignorance is the major contributing factor for student nurses' pregnancies, 63% of the pregnancies were not planned, 52% of the respondents related their pregnancies to risk taking as they engaged in unprotected sex without the use of contraceptives, and thus it was concluded that student nurses are engaging themselves in risk behaviours and also engaging in unsafe sexual practices. The study also found that student nurses face physical, social, emotional as well as academic problems during pregnancy and after the delivery of their babies. Student nurses should be encouraged to use condoms and other methods of contraception, coupled with educating them on life skills, provision of recreational facilities; provision of counseling and support services may be the tool to minimise the unplanned pregnancies.
Health Studies
(M.A.(Public Health ))

碩士
國立政治大學
英語教學碩士在職專班
95
The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities. In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group. Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English. In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English. The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.

The lecture room instructional management competence of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles, outcomes and competences for instructional management of nurse educators could be traced in the literature, therefore an analytical study was undertaken. Adhering to the principles for outcomes-based education, three models were established: Q a model for the professional development of nurse educators Q an Education, Training and Development nurse practitioner model, consisting of roles and outcomes for lecture room instructional management Q a model for lecture room instructional management that served as evaluation criteria used in the instrument during the quantitative survey These models were presented to, and evaluated by nurse educators of five universities. The influence of mentorship, reality shock, and professional development on the NNEs' lecture room competence was investigated. The target group consisted of NNEs, their mentors and students in nursing schools in the RSA. A number of respondents were also interviewed and observed. The analysed data indicated that NNEs were not competent when they started teaching, and needed support and supervision from mentors. Findings also indicated the positive influence of mentorship and professional development on competence acquisition. NNEs experienced reality shock requiring support to acquire competence. These aspects justify further research. The recommendations based on this study include that nursing schools use specific evaluation criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing schools should take a more active role in mentoring programmes.
Health Studies
D. Litt. et Phil. (Advanced Nursing Sciences)

Abstract Nurses constitute the largest group in the healthcare workforce and are called on to assist in emergencies such as disasters. Research has shown that professionals with higher levels of knowledge are more likely to respond to actual emergencies. Yet most hospital based nurses do not possess the skills needed for disaster response. The Basic Disaster Life Support (BDLS) course, with its comprehensive content, represents the gold standard for disaster education. Since confidence also plays a role in response, a tool to measure this variable could be useful. There were five purposes of this study: determine whether one teaching method (computer or classroom instructor-led) is superior over another for disaster education; evaluate how knowledge retention varies between instructional models; examine whether a correlation exists between self-efficacy and disaster knowledge; pilot a new instrument, Disaster Self-Efficacy Scale (DSES); complete psychometrics on the Basic Disaster Life Support exam. The study was an experimental pretest/posttest/follow-up with a single between-group factor (type of training with three levels) and three within-group factors measured at three intervals. The sample included 82 hospital-based nurses randomly assigned to a computer-based, instructor-led, or control group. A MANOVA and MANCOVA were conducted to evaluate group differences at three time intervals. Psychometric evaluation was conducted on both the BDLS and the piloted Disaster Self-Efficacy measures. The BDLS test was shown to be in need of revisions and updating. The DSES measure shows promise for determining disaster self-efficacy and may be useful to target training though it needs further validation. Learning results showed that when controlling for pretest differences, experimental groups had higher posttest BDLS and DSES scores than the control group but there was no difference between experimental groups. There was no difference between experimental groups for BDLS scores at follow-up. Conclusions were that training, regardless of how it was delivered, led to a dramatic increase in disaster knowledge and disaster self-efficacy; computer-based education is a feasible alternative to teaching BDLS; retention still poses a challenge for disaster education. Implications for nursing education and practice were identified. Future research should focus on further development and validation of the DSES and BDLS instruments.

碩士
國立政治大學
幼兒教育所
92
The main purpose of this study was to: (1) Investigate current situation of director instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore director and teachers’ perceptual differences on these two areas. (3) Analyzing the relationships between director instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of director instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, the methods were adopted literature review, questionnaire and interview (telephone survey); both of which served as the basis of this study. In questionnaire aspect, the subjects included public and private kindergartens and nursery schools in Taiwan. The research was executed by questionnaire survey. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect data. By means of stratified two-stage simple sampling. The samples included 720 teachers, and 493 teachers with an effective return rate of 68.47%. The questionnaire data analyzed statistically by description statistics, reliability analysis, t- test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Interviews had selected ten directors and teachers from the sample of questionnaire. The major results were summarized as follows: A. In the aspect of director instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ years of service have significant influences on director instruction leadership. Area, public and private, school size, and highest educational degree do not have any significant influences on director instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Public and private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative teachers have significant influences on teachers’ teaching effectiveness. Area, school size, highest educational degree of director and highest educational degree of teacher do not have any significant influences on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was positive correlation existed between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership did promote teachers’ teaching effectiveness. In the last part, the researcher proposes some suggestions for the education authorities, the director training institution, the teacher training institutions, the preschool directors and teachers, and the future researchers based on the findings, hoping to benefit the development of preschool education in the future.