| 摘要: | 本研究旨在瞭解新北市教保服務人員「休閒參與」及「生活品質」之現況，並瞭解不同：「個人背景因素」、「工作背景因素」及「休閒參與」之新北市教保服務人員分別在「生活品質」上的差異情形；另探討新北市教保服務人員分別在「休閒參與」及「生活品質」之相關性。更進一步瞭解「個人背景因素」、「工作背景因素」與「休閒參與」分別對新北市教保服務人員在「生活品質」上的解釋力。
本研究係採「調查法」進行資料的收集，並以「立意取樣」之抽樣方式，選取服務於新北市幼兒園之教保服務人員為調查對象，共發出420份問卷，實得有效樣本數402份，有效回收率為95.71%。本研究所採用之研究工具包括：「個人背景資料調查表」、「休閒參與量表」與「生活品質量表」。施測所得資料以統計套裝軟體SPSS for Windows 20.0 進行結果分析，分別以敘述統計、單一樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析、雪費事後比較法、多元迴歸分析以及皮爾森積差相關等統計方法分析。主要之研究結果如下：
ㄧ、教保服務人員「休閒參與」及「生活品質」之現況
1. 教保服務人員之「休閒參與頻率」傾向「中低程度」之狀況。其中以「家庭型活動」層面為最高；而以「嗜好型活動」層面為最低。
2. 教保服務人員之「休閒參與強度」傾向「中低程度」之狀況。其中以「遊憩型活動」層面為最高；而以「嗜好型活動」層面為最低。
3. 教保服務人員之「生活品質」傾向「中上滿意程度」之狀況，其中以「社會關係範疇」層面之生活品質為最佳，而以「環境範疇」層面之生活品質為最差。
二、不同「個人背景因素」與「工作背景因素」的新北市教保服務人員分別在「休閒參與」之差異情形
1. 「單身」教保服務人員之休閒參與頻率，較「已婚」者為多。
2. 「單身」教保服務人員之休閒參與強度，較「已婚」者為長。
三、不同「個人背景因素」與「工作背景因素」的新北市教保服務人員分別在「生活品質」感受程度上之差異情形
1. 教保服務人員年齡「20~29歲」者，其生活品質較「30~39歲」者為佳。
2. 教保服務人員服務年資「5年以下」者，其生活品質較「10年以上~15年」者為佳。
3. 每日工作時數「8小時」之教保服務人員，其生活品質則優於「12小時以上」者。
4. 「無」招生壓力之教保服務人員，其生活品質較「有」招生壓力者為佳。
四、新北市教保服務人員的「休閒參與」及「生活品質」之相關情形新北市教保服務人員之「休閒參與」及「生活品質」呈顯著中低程度正相關，亦即，新北市教保服務人員的「休閒參與頻率」愈多及「休閒參與強度」愈長，其「生活品質」就愈佳。
五、新北市教保服務人員「個人背景因素」及「工作背景因素」對「休閒參與」的解釋力情形「個人背景因素」可解釋「整體休閒參與頻率」14%的變異量，其中「年齡」的預測力達顯著。「個人背景因素」、「工作背景因素」可解釋「整體休閒參與強度」19%的變異量，其中以「婚姻狀況」、「個人平均月收入」及「職別」的預測力達顯著。
六、新北市教保服務人員「個人背景因素」及「工作背景因素」對「生活品質」的解釋力情形「個人背景因素」可解釋「整體生活品質」12%的變異量，其中「最小子女年齡」的預測力達顯著。
The purpose of this study was to understand the current situation of “leisure participation” and “quality of life” of preschool educators in New Taipei City as well as the difference situation in “quality of life” of preschool educators with different “personal characteristics”, “work characteristics” and “leisure participation” respectively. Moreover, the study also explores the relevance of preschool educators in terms of “leisure participation” and “quality of life” and further understands the explanatory power of “personal characteristics”, “work characteristics” and “leisure participation” on “quality of life” of preschool educators in New Taipei City respectively.
The study adopted the “survey method” for data collection and selected the preschool educators serving in New Taipei City’s preschools by “purposive sampling”. There were a total of 420 questionnaires issued, with 402 valid samples and the effective response rate being 95.71%. The tools used in this study included “Personal Background Information Questionnaire”, “Leisure Participation Scale" and “Quality of Life Scale”. The data obtained were analyzed by statistical software package SPSS for Windows 20.0, descriptive statistics, one-sample t test, independent samples t-test, one-way ANOVA, Scheffe method, multiple regression analysis and Pearson product moment and other relevant statistical methods. The main findings are as follows:
I. The current situation of preschool educators’ “leisure participation” and “quality of life”
1. Preschool educators’ “the frequency of leisure participation” inclined to middle and low degree”, among which “family-type activities” had the highest level and “hobby-type activities” had the lowest level.
2. Preschool educators’ “the intensity of leisure participation” inclined to middle and low degree”, among which “recreation-type activities” had the highest level and “hobby-type activities” had the lowest level.
3. Preschool educators’ “quality of life” inclined to “middle-upper satisfaction level”, among which the quality of life in terms of “social relations aspects” was the best and the quality of life in terms of “environmental aspects” was the worst.
II. The difference in “leisure participation” of preschool educators in New Taipei City with different “personal characteristics” and “work characteristics”
1. “Single” preschool educators had more leisure participation frequency than “married” preschool educators.
2. “Single” preschool educators had longer leisure participation intensity than “married” preschool educators.
III. The difference in “quality of life” feeling of preschool educators in New Taipei City with different “personal characteristics” and “work characteristics”
1. The quality of life of preschool educators aged from 20 to 29 was better than that of those aged from 30 to 39.
2. The quality of life of preschool educators with less than 5 years of service was better than that of those with 10 to 15 years of service.
3. The quality of life of preschool educators with 8 work hours per day was better than that of those with 12 work hours.
4. The quality of life of preschool educators without recruitment pressure was better than that of those with recruitment pressure.
IV. The relevance of preschool educators’ “leisure participation” and “quality of life”
Preschool educators’ “leisure participation” and “quality of life” showed significant middle and low positive correlation, i.e., the more preschool educators’ “leisure participation frequency” was and the longer “leisure participation intensity” was and the better “quality of life” was.
V. The explanatory power of preschool educators’ “personal characteristics” and “work characteristics” on “leisure participation”
“Personal background” could explain 14% of the variance of “overall leisure participation frequency” among which the predictive power of “age” was significant. “Personal characteristics” and “work characteristics” could explain 19% of the variance of “overall leisure participation intensity”, among which the predictive powers of “marital status”, “personal average monthly income” and “job title” was significant.
VI. The explanatory power of preschool educators’ “personal characteristics” and “work characteristics” on “quality of life”
“Personal background” could explain 12% of the variance of “overall quality of life”, among which the predictive power of “the youngest age of children” was significant.
VII. The explanatory power of preschool educators’ “personal characteristics”, “work characteristics” and “leisure participation frequency” on “quality of life”
“Personal characteristics”, “work characteristics” and “leisure participation frequency” could explain 16% of the variance of “overall quality of life”, among which the predictive powers of “the youngest age of children”, “personal average monthly income” and “leisure participation frequency” were significant.
According to the study findings, the researchers suggested preschool educators in New Taipei City should recognize that to have a healthy body is the most important and appropriately develop good habits of leisure exercise in order to maintain a healthy body and mind; be relaxed and slow down the pace of life with the correct and effective leisure exercise habits so as to improve sleep quality and help enhance personal quality of life; maintain a good relationship between colleagues with mutual respect, sharing and support in order to create a positive and interdependent workplace; make good use of community resources and family support systems and properly care for young children so as to improve quality of life. In addition, the researchers also suggested preschools appropriately adjust staff’s working time, create a warm working environment, properly plan the staff family-type leisure activities and encourage dependents to participate in order to promote parent-child interaction; organize leisure-related courses or activities and encourage preschool educators to participate in education and learning so as to enrich the professional as well as self-empowerment; offer the training courses of a second specialty suitable for preschool educators and play preschool characteristics in line with education policy in order to develop children’s high-quality ability and win the recognition from parents to relieve preschool educators’ recruitment pressures.
Finally, the researchers also suggested administrative organs organize evaluation briefings in preschools to make preschool educators have a positive attitude to face the pressure of evaluation and reduce the fear of evaluation in order to enjoy a better-quality life; set up leisure and sports related study courses to train seed teachers in leisure and sports so that preschool educators can have the opportunity to exercise and become sports volunteer; finally offer courses relating to environment, safety and pressure relief and encourage preschool educators to participate in order to expand their horizons and enhance the experience of personal life. |
