雲嘉地區幼兒教保服務人員工作壓力與幸福感之研究

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Title:	雲嘉地區幼兒教保服務人員工作壓力與幸福感之研究
Other Titles:	Research on Working Pressure and Happiness for Preschool Educator in Yunjia Area
Authors:	許乃文 HSU, NAI-WEN
Contributors:	幼兒教育學系盧綉珠 LU, HSIU-CHU
Keywords:	幼兒教保服務人員;工作壓力;幸福感 Preschool Educator;working pressure;well-being
Date:	2020
Issue Date:	2022-04-29 14:30:51 (UTC+8)
Abstract:	本研究旨在探討雲嘉地區幼兒教保服務人員工作壓力與幸福感。本研究採問卷調查法，以雲嘉地區幼兒教保服務人員為研究對象，採用黃淑嫆（2004）編製之「幼稚園教師工作感受量表」及劉順美(2016)所編製之「幸福感量表」為研究工具，採隨機抽樣方式，發放問卷共650份，回收後有效問卷為549份，將蒐集的資料以SPSS統計分析軟體進行描述性統計分析、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關進行資料分析與處理。根據資料分析之結果，茲將本研究結果摘要分述如下：一、幼兒教保服務人員工作壓力屬於中等偏低程度，以「工作負荷」層面感受最大。二、幼兒教保服務人員幸福感屬於中高程度，以「心理幸福感」層面感受最高。三、幼兒教保服務人員整體工作壓力因服務園所類別而有所差異，但不因年齡、教育程度、職位、教學年資、婚姻、月薪、兼任行政工作與否而有不同。四、幼兒教保服務人員幸福感因年齡、職位、服務園所類別、教學年資、婚姻在整體幸福感有所差異，但不因教育程度、月薪、兼任行政工作與否而有不同。五、不同服務園所類別之幼兒教保服務人員，在整體工作壓力及「人際關係」、「工作負荷」兩個層面上有顯著差異。六、不同教學年資之幼兒教保服務人員，在工作壓力之「人際關係」層面上有顯著差異。七、不同職位、服務園所類別之幼兒教保服務人員，在整體幸福感及「情緒幸福感」、「社會幸福感」兩個層面上有顯著差異。八、不同婚姻之幼兒教保服務人員，在整體幸福感及「心理幸福感」、「社會幸福感」兩個層面上有顯著差異。九、幼兒教保服務人員工作壓力愈大，其幸福感愈低，呈現低度負相關。　　最後，依據研究的結果提出相關之建議，以提供幼兒園、幼兒教保服務人員與未來研究之參考。　　The study aims to explore the working pressure and well-being of Preschool Educator in the Yunjia Area. The study adopted questionnaire research method, set Preschool Educator in the Yunjia Area as studying targets. It made use of the ＂Working Experience Scale for Kindergarten Teachers＂ prepared by HUANG, SHU-RONG (2004) and the ＂Well-Being Scale＂ prepared by LIU, SHUN-MEI (2016) as studying tools. The random sampling method was adopted; a total of 650 questionnaires were distributed, and there were 549 valid questionnaires collected. The collected data was analyzed and processed by the SPSS statistical and analytical software for the descriptive statistics and analysis, independent sample t-test, one-way analysis of variance, and the Pearson Product-Moment Correlation.　　According to the results from the data analysis, the summary of the studying results is described as follows: 1. The working pressure of Preschool Educator is on the medium-to-low level, and the aspect of ＂Workload＂ is experienced the most.2. The well-being of Preschool Educator is on the medium-to-high level, and the aspect of ＂Mental Well-Being＂ is experienced the most.3. The overall working pressure of Preschool Educator varies from the type of service school, but not from age, education degree, position, years of teaching experiences, marital status, monthly salary, or part-time administrative work.4. The overall well-being of Preschool Educator varies from age, positions, the type of service school, years of teaching experiences, and marital status, but not from education degree, monthly salary, or part-time administrative work.5. Preschool Educator in different types of service schools have significant differences in overall working pressure as well as the aspects of ＂Personal Relations＂ and ＂Workload.＂6. Preschool Educator with different years of teaching experience have significant differences in the aspect of ＂Personal Relations＂ under the working pressure.7. Preschool Educator with different positions and types of service schools have significant differences in overall well-being as well as the aspects of ＂Emotional Well-Being＂ and ＂Social Well-Being.＂8. Preschool Educator with different marital status have significant differences in overall well-being as well as the aspects of ＂Mental Well-Being＂ and ＂Social Well-Being.＂9. For Preschool Educator, the higher the working pressure, the lower the well-being, which shows a modest negative correlation.　　In the end, relevant recommendations were proposed according to the studying results to provide references for studies of kindergartens, as well as preschool teachers and caregivers.
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