传统的幼儿教保人员的角色多被定位为幼儿的看护者.doc

學前教師任教意願與個人背景因素之探討 汪慧玲、沈佳生 摘 要 本研究，並比較不同背景變項的差異情形。主要研究工具為研究者自編之問卷調查，作為蒐集量化資料的工具，並以位為。以描述性統計、獨立樣本t考及單因子變異數分析等統計方法加以分析。根據資料分析結果，本研究所得結論如下:整體而言，任教意願得分情形中程度。「」及「」對顯著差異。、意願、任教意願 The elationship between Teaching Willingness and Background Experience among Teachers in Preschool Settings Huei-Ling Wang Chia-Shen Shen Associate Professor, Department of ECCE, Mackay Medicine, Nursing and Management College Associate Professor, Department of ECCE, Meiho University Abstract The purposes of this study were to investigate the teaching willingness of teachers in preschool settings and the differences based on their background variables. A sample of 558 teachers were selected for this study in Ping-Tung. Data gathered were analyzed through descriptive statistics, t-test, and one-way ANOVA. The results of this study are shown as follows: 1. Generally, the preschool teachers were moderate on teaching willingness. 2. The overall mean value of the five willingness areas in the teachers’ perceptions were rated as follows: job development, job stability, job cognition, job intention, and job reward. 3. Different kinds of teachers’ background, including teaching years, school type, and teacher-student ratio have significant difference on teaching willingness of teachers. According to the study outcomes, some suggestions were as references for preschool settings. Keywords: Early Childhood Teacher, Willingness, Teaching Willingness 壹、緒論 一、研究動機 根據調查研究指出幼教師資流動率的造成因素中，對於師資能力無法因應現行市場需求並非是主要因素；反倒是因為薪資福利、工作量大、園方制度差、社經地位低為主要因素（高傳正，2003）。教師，進而影響的學習，，。，。有鑑於此，，，提昇，，，，，期能提昇品質。 根據研究動機所述，研究者將本研究的主要目的整理如下： （一）瞭解學前教師在任教意願。差異。任教意願： 1. 工作認知：指個體對教保工作所具特質的認知，包括工作自主性及挑戰性。 2. 工作意向：指個體願意繼續擔任幼托園所教保工作的行為傾向。 3. 工作報酬：指個體從教保工作中可獲得的精神報酬及物質報酬。 4. 工作安定：指個體對教保工作本身所具有的安定性之認同度。 5. 工作發展：指個體從教保工作中可增進自我成長、有升遷及發展的機會。 貳、文獻探討 一、任教意願之意涵 根據文馨當代英漢辭典對「意願」的解釋，是有一種樂意、心甘情願的態度之意（蔡進松、曹逢甫、余玉照編，2000）。陳彥玲（2000）指出「意願」應是經歷過某過程後，而產生的一種態度，含有價值判斷、情感成分與工作意向的心理歷程。王儷靜、邱淑玫（2001）在「師院生專業認同與任教意願之探討」中指出「意願」乃是經由個體對某一目標，經過不斷地反覆思量任何可能造成的影響後，於心中有所決定，而以