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| 題名: | 教保員在職進修動機取向與社會支持之研究-以新北市私立幼兒園人員為例
A Study on Motivational Orientation and Social Support of on-the-job Education for Preschool Teachers - Preschool Teachers of Private nursery schools in New Taipei City |
| 作者: | 林雯紅
Lin, Wen-Hung |
| 貢獻者: | 青少年兒童福利研究所 |
| 關鍵詞: | 在職進修
教保員
動機取向
社會支持
preschool teachers
in-service education
motivational orientation
social support |
| 日期: | 2012-06-24 |
| 上傳時間: | 2015-02-05 15:44:50 (UTC+8) |
| 摘要: | 隨著學前機構教育幼兒開始受到政府單位及學者的關注，幼托整合將為提升教育品質為最主要之關鍵，因應政策實施及多元的競爭下幼教人員參與在職進修資格取得之外，除了前述因素，持續的進修與專業成長更是未來幼教人員必備學習之趨勢，參與在職進修取決於動機取向何其因素？其社會支持層面之相關性將如何互相產生影響？
本研究旨在透過對新北市私立幼兒園教保員的調查，瞭解教保員在職進修動機取向與社會支持的現況及關係。藉由教保員不同的個人變項瞭解動機取向與社會支持上的差異情形。並了解教保員不同的個人變項、動機取向是否可以預測社會支持。本研究採用問卷法進行資料蒐集，研究樣本以在職幼兒園825位教保員。再採用個人基本資料調查表、動機取向量表及社會支持量表等研究工具，獲取所需資料再以描述統計、單因子變異數分析、皮爾森積差相關及逐步多元迴歸等統計方法進行分析。
本研究計發出正式問卷903份，回收問卷855份，有效問卷825份，回收率達96.49﹪，問卷根據統計分析得出下列其主要結果與發現。教保員在職進修以「興趣與成就」為最高之動機；而以「社交關係」為最低之動機。教保員在職進修最高的支持為「實質性支持」；而以「訊息性支持」為較低的支持。結果顯示：
一、不同年齡、婚姻狀況、子女人數、進修學類、服務年資之教保員在動機取向上具顯著差異。
二、不同擔任職務之教保員在動機取向上無顯著差異。
三、不同年齡、服務年資之教保員在社會支持上無顯著差異。
四、不同婚姻狀況、子女人數、進修學類、擔任職務之教保員在社會支持上具顯著差異。
五、教保員在職進修動機取向與社會支持的相關性研究呈正相關。
六、教保員在職進修動機取向可以顯著預測情緒性支持。
七、教保員在職進修動機取向可以顯著預測訊息性支持。
八、教保員在職進修動機取向可以顯著預測實質性支持。
A Study on Motivational Orientation and Social Support of on-the-job Education for Preschool Teachers - Preschool Teachers of Private nursery schools in New Taipei City
Abstract
On account of the government and scholars’ attention to early childhood education, the integration of kindergartens and nursery schools will become a critical issue for enhancing the quality of early childhood education. To respond to the government’s policies and multiple competitions, preschool teachers participation in employee training and professional development to acquire qualifications has become the current trend. What are the factors that influence preschool teachers motivational orientations of participating in employee training? How are preschool teachers motivational orientations related to their social support?
The present study is to investigate into the motivational orientations and social support of the private preschool preschool teachers in New Taipei City and also investigate in to the relation between the preschool teachers motivational orientations and their social support. This study attempts to examine whether there are differences in the motivational orientations and social support among the preschool teachers with different personal backgrounds and whether preschool teachers personal backgrounds and motivational orientations can predict their social support. This study has conducted a questionnaire survey. The subjects were 825 preschool preschool teachers. The research tools were the background information sheet, the motivational orientation scale and the social support scale. The data collected were analyzed using descriptive statistics, one-way analysis of variance, Pearson’s product-moment correlation, and stepwise multiple regression analysis.
This study distributed 903 questionnaires. A total of 855 questionnaires were returned. Out of the returned questionnaires, there were 825 valid questionnaires. The return rate is 96.49%. As found in the results of the study, “interests and achievements” is the highest motivation for the preschool teachers to participate in employee training and “social relations” is the lowest motivation. The highest degree of support that preschool teachers have for their participation in employee training is “ tangible support”, and “informational support” has a lower degree of support that preschool teachers have for their participation in employee training. Other results are summarized as follows:
1.There is significant difference in motivational orientations among the preschool teachers of different ages,among the preschool teachers of different marital
status, among the preschool teachers who have different numbers of children, among the preschool teachers who participate in different subject areas of
employee training and among the preschool teachers who have different numbers of years of service.
2.There is no significant difference in motivational orientations among the preschool teachers at different positions.
3.There is no significant difference in social support among the preschool teachers of different ages and there is also no significant difference in social
support among the pre-school teachers who have different numbers of years of service.
4.There is significant difference in social support among the preschool teachers of different marital status, among the preschool teachers who have different
numbers of children, among the preschool teachers who are at different positions, and among the preschool teachers who participate in different subject areas
of in-service education ,
5.The preschool teachers motivational orientations of participating in-service education are positively correlated with their social support.
6.The preschool teachers motivational orientations of participating in-service education can significantly predict emotional support.
7.The preschool teachers motivational orientations of participating in-service education can significantly predict informational support.
8.The preschool teachers motivational orientations of participating in-service education can significantly predict tangible support. |
| 顯示於類別: | [社會福利學系暨社會福利學系碩士班] 博碩士論文
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