| 摘要: | 隨社會的變遷與需求，政府對幼兒照顧與教育制度日益重視，幼托整合政策與兒童教育及照顧法已漸趨完備；托教機構中之教保人員，為因應幼教政策發展方向，提升個人專業素養及學歷，符合任用資格，在職進修將是重要且必需之途徑。已婚教保人員在職進修中，因身兼多重角色，角色間與角色內之衝突，與社會支持情形之關係是值得研究探討的。
本研究採用自行編製之「角色衝突量表」、「社會支持量表」為問卷，進行調查施測。共發出問卷828份，回收767份，有效問卷735份，回收有效使用率達95.83％。問卷回收後，採用因素分析、內部一致性信度檢驗、單因子變異數分析、皮爾遜積差相關分析、逐步多元迴歸分析等統計方法進行統計處理。
結果顯示，已婚教保人員在職進修，於角色衝突各構面中，（一）夫妻角色衝突面向：家庭平均月收入越高，角色衝突則愈小；二技進修學類之角色衝突高於進修其他學類者，假日兼夜間進修時段與假日進修者，衝突皆大於進修時段夜間者。（二）家務處理衝突面向：二技進修學類的教保人員與婆家同住者衝突最大。（三）家庭休閒衝突面向：家庭平均月收入越低之教保人員，角色衝突愈大。二技及專科進修學類之教保人員，衝突大於其他進修學類者。假日及假日兼夜間進修時段之教保人員，衝突大於進修時段是夜間者。（四）人際關係衝突面向：進修時段假日及假日兼夜間進修時段之教保人員，衝突大於進修時段是夜間者。（五）教保員-學生角色衝突面向：二技及專科進修學類的教保人員，衝突大於其他進修學類者。
社會支持構面中，結果顯示，總支持層面是51歲以上之教保人員支持度為最高，41-45歲之教保人員支持度最低。（一）情緒性支持面向：以30歲（含）以下者，支持度為最高。（二）訊息性支持面向：以年齡51歲以上之教保人員支持度為最高。（三）實質性支持面向：與婆家同住，及年齡51歲以上的教保人員支持度為最高。
已婚教保人員在職進修之社會支持與角色衝突間有極顯著的負相關存在，換言之，社會支持度越高則在各面向的角色衝突愈小。
在效標向度預測力分析顯示：情緒性支持與訊息性支持越高，則可預測其人際關係越佳，而情緒性支持度愈高則可預測其夫妻角色衝突愈小。另在人際關係衝突、夫妻角色衝突與個人背景變項中，子女數、家庭平均月收入、年齡與進修學類等六個有效預測變項，具最大解釋力的是人際關係衝突，其次為夫妻角色衝突，且均具有負向預測力。
為教保人員專業知能之提升，早日全面提高教保人員學歷，樹立幼教專業形象，在職進修之途徑極為重要。減低已婚教保人員各面向之角色衝突，可幫助他們達成上述之目標。因此，開設在職進修之大專院校，應妥適規劃進修時段，並利用多媒體視訊教學，分區辦理校外專班，以增加進修人員家庭生活時間，降低進修對家庭生活之影響；政府單位或教保機構則可研擬進修補助方案，以降低進修對家庭經濟之影響。社會、家庭、教保機構、主管、同事、同學、親朋等給予支援與支持，亦將可降低角色衝突之影響。綜合上述，降低角色衝突之成因與方法，可使已婚教保人員在職進修順利，進而達成人員素質提升，與政府幼兒教育政策順利推行之效。
關鍵字：教保人員、在職進修、角色衝突、社會支持
Abstract
As society changes and needs, the government pays much attention to child care and education system. Therefore the Integrated kindergarten-nursery school policy and the Childhood Education and Care Act is increasingly comprehensive; In response to the development of early childhood education policy and to promote personal, professional quality, and consistent with the appointment of qualified, in-service education is important and necessary to childhood educators. Married in-service early childhood educators are playing multiple roles during the in-service education. The intra-role and inter-role conflict, and the relationship between social support is worthy of study.
This study used self-documenting "role conflict scale", "social support scale" to conduct an investigation. Shares were issued 828, recycling 767 copies, effective questionnaire 735 copies, and recovery effective usage of 95.83%. Use of factor analysis, internal consistency reliability testing, single-factor variance analysis, Pearson accumulated rate related analysis, multiple regression analysis, carries on the data processing analysis.
The results show, married in-service early childhood educators, in the role of conflict in various dimensions, (a) the husband and wife role conflicts facet: the higher the average monthly income, the lower role conflict is; the conflict of studying in the two-year institute of technology is higher than studying in further education system. The conflict is higher in studying on weekdays and weekend nights than studying at weekdays nights. (b) Conflicts of household duties facet: role conflict is lower while studying in the two-year institute of technology and living with the parents in-laws. (c) Conflicts of family leisure: the lower the average monthly income, the higher role conflict is. The conflict is higher in studying in the two-year institute of technology than in studying in further education system. The conflict is higher in studying on both weekday and weekend nights than studying on weekday nights. (d) The conflict of interpersonal relationship facet: The conflict is higher in studying on both weekday and weekend nights than studying on weekday nights. (e) The early childhood educators-student role conflict facet: The conflict is higher in studying in the two-year institute of technology than in studying in further education system.
The results of social support dimension show that over age 51 is the highest and age 41-45 is the lowest on total support dimension. It is also indicates that (a) the emotional support facet: under age 30 (inclusive), support is the highest. (b) The messages support facet: over age 51, support is the highest. (c) substantive support facet: live with the parents in-law, and over age 51, support is the highest.
There is significant negative correlation exists between social support and role conflict. In other words, the higher the degree of social supports, the lower the conflicts of roles.
The prediction criterion analysis shows: The higher emotional support and information support can predict that interpersonal relationships of the married in-service early childhood educators are better. The higher emotional support can predict marital conflict of roles. In the interpersonal conflict, role conflict and personal background variables: the number of children, the average monthly income of the family, age, category of in-service education has a negative predictive power. The largest explanatory power is interpersonal conflict, followed by the husband and wife role conflict.
In order to increase professional knowledge, improve qualifications, and setting up for early childhood professional image, in-service education is utmost importance. To minimize the role conflict of married in-service early childhood educators can help them to achieve the goal of the above. Therefore the institutions for in-service education, should properly planning education sessions, and take advantage of multimedia video teaching, partition for off-campus classes, to increase the education staff family life time, lower the effect of in-service education on family life; government agencies or institutions should subsidize the education staff to reduce the influence of in-service education on family economy. The support of society, family, teaching and nursing Agency, officer, colleagues, students, friends, and other support, also reduce the impact of the conflict. From the above, to reduce the causes of the conflict of roles, allows married in-service early childhood educators working smoothly, and thus achieve the quality of the promotion, and the smooth implementation of government policy on early childhood education.
Key words: early childhood education, in-service education, role conflict, social support. |
