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| Title: | 新竹地區私立幼兒園教保服務人員專業成長與工作幸福感與組織效能關係之研究
A Study on the Relationship among Early Childhood Educators’ Professional Development, Job Satisfaction, and School Effectiveness in Hsinchu Area |
| Authors: | 林秀惠 |
| Contributors: | 秦夢群
林秀惠 |
| Keywords: | 幼兒園
教保服務人員
專業成長
工作幸福感
組織效能
Private kindergarten
Early childhood educators
Professional development
Job satisfaction
School effectiveness |
| Date: | 2025 |
| Issue Date: | 2025-09-01 17:09:24 (UTC+8) |
| Abstract: | 本研究旨在探討新竹地區私立幼兒園教保服務人員之專業成長、工作幸福感與組織效能三者之間的關係。近年來，幼教現場面臨人力資源短缺、網路社群媒體影響，以及政府各項政策實施的衝擊，尤其在新竹地區高所得與高教育背景的家長族群壓力下，教保工作挑戰日益嚴峻。教保服務人員的專業發展與心理福祉已成為提升教育品質的關鍵因素。然而，針對學齡前幼兒教保服務人員之研究相對有限，尤以同時納入「專業成長」、「工作幸福感」與「組織效能」三變項進行實證探討者更為稀少，因此本研究針對此一實務需求加以深入分析。
本研究採問卷調查法，以新竹縣市私立幼兒園中服務於2至6歲幼兒之教保服務人員為對象，採分層抽樣發出問卷397份，回收有效問卷338份。研究工具經專家效度檢核，並採用授權標準化量表，包含專業成長、工作幸福感與組織效能三部分。所得資料以SPSS進行統計分析，包括描述性統計、t檢定、單因子變異數分析、皮爾森積差相關分析與多元逐步迴歸分析。
研究結果顯示，教保服務人員在專業成長（M = 3.62）、工作幸福感（M = 3.72）與組織效能（M = 3.83）三者整體感知皆達中上程度，其中以「教學專業知能」、「正向情感」與「家長與社區支持」構面得分最高。背景變項分析顯示，年齡、服務年資、最高學歷、薪資與園所規模等因素對專業成長與工作幸福感具有顯著影響。整體而言，30歲以下、服務年資21年以上、學歷為碩士及以上、薪資45,001元以上，並任職於11班以上園所者，其得分顯著較高，顯示個人資歷與組織條件對其職場感受與專業發展具重要影響。相關分析結果指出，專業成長與組織效能之間呈顯著中度正相關（r = .484, p < .001），工作幸福感與組織效能亦呈中度正相關（r = .476, p < .001），而專業成長與工作幸福感之間則為高度正相關（r = .759, p < .001），三者彼此關係密切且穩定。多元迴歸分析結果顯示，專業成長與工作幸福感對組織效能具顯著預測力（R² = .256, p < .001），其中「工作成就」為最穩定的預測因子，對整體組織效能（β = .319）、學校行政管理（β = .151）、幼兒學習表現（β = .188）及家長與社區支持（β = .190）均具顯著正向影響。「班級經營與輔導」亦可有效預測組織效能各向度，而「專業支持」與「同儕合作成長」則對家長與社區支持具有解釋力，顯示教學能力、組織支持與人際互動對幼兒園效能具關鍵性。
綜合研究結果，提出三方面實務建議：首先，建議教育行政主管機關鬆綁收費限制，提升薪資福利與職場友善程度（如提供家庭照護資源），以提升教保服務人員的幸福感與留任意願。其次，建議園所經營者建構專業支持環境，促進同儕合作與進修發展，並藉由差異化課程建構園所品牌與提升家長認同。最後，建議教保服務人員持續強化專業知能與正向情感，發展良好人際互動與心理韌性，建構支持性專業社群，提升整體教學與職場效能。此外，因本研究採橫斷式設計，僅能說明變項間關聯，無法推論其因果關係，建議後續研究可採縱貫式設計進行長期追蹤，進一步掌握變項變化歷程與因果邏輯。另本研究侷限於新竹地區私立幼兒園，建議未來可擴大樣本範圍與研究對象，結合質性訪談與混合研究法，以提升研究解釋力與外部效度。
This study aimed to explore the relationships among professional development, job satisfaction, and school effectiveness of early childhood educators in private kindergartens in the Hsinchu area. In recent years, the field of early childhood education has encountered challenges such as workforce shortages, the impact of social media, and the implementation of diverse government policies. These challenges are especially intensified in Hsinchu, where families tend to have higher incomes and higher levels of education. The professional development and job satisfaction of early childhood educators have become critical factors for enhancing educational quality. However, research focusing on early childhood educators, particularly studies that simultaneously examine professional development, job satisfaction, and school effectiveness, remains limited. This study was therefore conducted in response to this practical need.
A questionnaire survey was administered to early childhood educators working with children aged 2 to 6 in private kindergartens across Hsinchu City and County. A total of 397 questionnaires were distributed, and 338 valid responses were collected. The research instruments, including scales measuring professional development, job satisfaction, and school effectiveness, were validated by experts and based on standardized, authorized scales. Statistical analyses were conducted using SPSS, including descriptive statistics, t-tests, one-way ANOVA, Pearson's product-moment correlation, and multiple stepwise regression.
The findings revealed that participants reported moderately high levels of perceived professional growth (M = 3.62), job satisfaction (M = 3.72), and school effectiveness (M = 3.83), with the highest scores in the dimensions of “professional teaching competencies,” “positive emotions,” and “parent and community support.” Analysis of background variables indicated that age, years of service, highest academic degree, salary level, and kindergarten size significantly affected perceptions of professional growth and work well-being. Specifically, educators under 30 years old, with over 21 years of service, holding a master’s degree or above, earning over NT$45,001 monthly, and working in large-sized kindergartens (11 or more classes) reported significantly higher scores. Correlation analysis indicated a moderate positive relationship between professional development and school effectiveness (r = .484, p < .001), and between job satisfaction and school effectiveness (r = .476, p < .001), while professional development and job satisfaction showed a strong positive correlation (r = .759, p < .001). Multiple regression analysis showed that professional development and job satisfaction significantly predicted school effectiveness (R² = .256, p < .001). Among the predictors, “sense of achievement” emerged as the most stable factor, significantly influencing overall school effectiveness (β = .319), school administration (β = .151), children's learning performance (β = .188), and parent/community support (β = .190). Additionally, “classroom management and guidance” significantly predicted multiple dimensions of school effectiveness, while “professional support” and “peer collaboration” were predictors of parent and community support. These results highlight the crucial role of teaching ability, organizational climate, and interpersonal interaction in shaping kindergarten effectiveness.
Based on the findings, three practical recommendations are proposed. First, it is suggested that education authorities relax tuition regulations and improve compensation and benefits for early childhood educators to enhance their job satisfaction and retention. Supportive workplace policies, such as access to domestic care personnel, are also encouraged to help married staff balance work and family demands. Second, kindergarten administrators are advised to foster supportive professional environments, strengthen platforms for peer collaboration and communication, and encourage teachers to engage in professional development and curriculum design. Such practices can promote a sense of achievement and parental recognition through differentiated curriculum branding. Finally, educators are encouraged to continuously enhance their professional competencies and emotional positivity, develop interpersonal skills and psychological resilience, and build supportive professional communities, thereby improving teaching quality and workplace effectiveness. This study employed a cross-sectional design, which limits causal inference. It is recommended that future research adopt longitudinal approaches to track variable trajectories and establish causal relationships. Moreover, as the sample was limited to private kindergartens in Hsinchu, generalization to other regions or educational systems should be made cautiously. Future studies may expand the sampling scope and integrate qualitative or mixed-method approaches to enhance depth and external validity. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
111911007 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111911007 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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