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

CCUR > College of Social Sciences > Department of Social Welfare > thesis > Item 987654321/28452

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Title:	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.
Authors:	崔素真 Tsui, Su-Chen
Contributors:	青少年兒童福利碩士學位學程
Keywords:	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
Date:	2014-06
Issue Date:	2014-10-07 16:25:00 (UTC+8)
Abstract:	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.
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