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請使用永久網址來引用或連結此文件:
https://irlib.pccu.edu.tw/handle/987654321/28452
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| 題名: | 契約進用教保員角色知覺、角色踐行與自我效能之相關研究
The Correlation Study of Relationships of Role Perception, Role Performance and Self-Effectiveness on Contracted Educare Givers. |
| 作者: | 崔素真
Tsui, Su-Chen |
| 貢獻者: | 青少年兒童福利碩士學位學程 |
| 關鍵詞: | 契約進用教保員
角色知覺
角色踐行
自我效能
Educare Giver
Role Perception
Role Practice
Self-efficacy |
| 日期: | 2014-06 |
| 上傳時間: | 2014-10-07 16:25:00 (UTC+8) |
| 摘要: | 本研究主要之目的在瞭解契約進用教保員角色知覺、角色踐行與自我效能之相關情形。本研究採問卷調查法進行研究資料之蒐集，研究工具為研究者依據研究目的並參考相關文獻而自行編製之「契約進用教保員角色知覺、角色踐行與自我效能調查問卷」，對337位臺北市、新北市公立學校附設幼兒園之契約進用教保員進行普查。調查所得資料，分別以「描述性統計」、「單因子變異數分析」、「相依樣本t檢定」、「Pearson積差相關」、「逐步多元迴歸分析」進行分析。
本研究依據研究探討與問卷調查結果，獲得結果如下：
一、契約進用教保員在角色知覺上同意其角色指標。
二、契約進用教保員之角色踐行程度泰半以上為大多做到。
三、契約進用教保員具有中高度的自我效能
四、契約進用教保員之角色知覺因年齡、婚姻狀況、幼教教學年資的不同，而
有顯著的差異。
五、契約進用教保員在角色踐行上因年齡、婚姻狀況、幼教教學年資、專業學歷
的不同而有顯著的差異。
六、契約進用教保員的自我效能因幼教教學年資的不同，而有顯著的差異；因年
齡的不同而有部分的顯著差異。
七、契約進用教保員之角色知覺情形與角色踐行程度大多一致。
八、契約進用教保員之角色知覺與角色踐行、角色知覺與自我效能、角色踐行與
自我效能，均呈現正相關。
九、契約進用教保員其角色知覺之「協助行政庶務」、「突發事件處理與其他」
對自我效能有預測力。
十、契約進用教保員其角色踐行之「協助生活照顧」、「協助行政庶務」、「支
援班級教學及班級經營」對自我效能有預測力。
十一、契約進用教保員其「角色知覺-協助生活照顧」與「角色踐行-協助生活照
顧」之差距對自我效能有預測力。
本研究進一步依據研究結果，對教育行政單位、幼兒園主任與教師、契約進用教保員及未來研究分別提出相關建議。
This study aims to examine the relationship of edu-care-givers' role perception, role practice and self-efficacy. It adopts the questionnaire survey to collect the data, inluding “the questionnaire survey of edu-care-givers' role perception, role practice and self-efficacy” based on the study purpose and the literature. Edu-care-givers from 337 supplementary preschools of public schools in Taipei City and New Taipei City are used as target sample. The “descriptive statistics”, “one way analysis of variance”, “paired t test”, “Pearson product-moment correlation” and “multiple stepwise regression analysis” are analyzed for the purpose of testing hypotheses.
The results of the study based on the analysis of the survey are as below:
1. Edu-care-givers are trend to answer to agree their role indicators in terms of role perception.
2. Most of edu-care-givers perceive to succeed in their role practice.
3. Edu-care-givers show to have medium-high degree of self-efficacy.
4. Edu-care-givers' role perception is significantly different according to their age, marriage status and years of service in preschool education.
5. Edu-care-givers ' role practice is significantly different according to their age, marriage status, years of service in preschool education and specialized educational background.
6. Edu-care-givers ' self-efficacy is significantly different according to their years of service in preschool education; however, edu-care-givers ' self-efficacy is significantly different according to their age.
7. Most of edu-care-givers perceive high correlation between their role perception and the degree of role practice, indicating that their perception and practice of the edu-care role is highly consistent.
8. The positive correlation exists between edu-care-givers ' role perception and role practice, their role perception and self-efficacy and their role practice and self-efficacy.
9. Edu-care-givers ' role perception of “assistance in administrative matters” and “responses to emergency and others matters” predict their self-efficacy.
10. Edu-care-givers ' role practice of “assistance in living care”, “assistance in administrative matters” and “ support on class teaching and class management” predict their self-efficacy.
11. The difference between Edu-care-givers ' “role perception-assistance in living care”and “role practice-assistance in living care” predict their self-efficacy.
The study further proposes relevant recommendations for education administrative authorities, supervisors and teachers of preschools, educare givers and future studies based on the results of the study. |
| 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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