| 摘要: | 本研究旨在探討身心障礙福利機構教保員的工作中工作負荷因素及工作投入之研究。本研究以大臺北地區內的教保員為對象，訪談擔任主責教保員且年資達5年以上共8位教保員，擬定訪談大綱，按各個受訪者的情形，分別進行60-150分鐘的深度訪談，探討造成教保員在生命歷程的脈絡中工作負荷的因素及工作投入的情形，並理解教保員工作的支持系統與其內在調適歷程。本研究採用質性研究方式，遵照學術倫理，根據理論分析。
研究結果發現造成教保員工作負荷的主要因素為：（1）工作與個人角色的衝突，意即工作與家庭的取捨問題；（2）日常教學及照護院生工作；（3）人際往來關係，主要是與院生家長、長官、同事的相處問題；（4）行政工作的負擔。而導致工作投入的情形則為：（1）個人主觀因素：無私精神、願意付出愛與關懷；（2）教保員個人特質適合：如體力好、適應力強、學經歷背景等；（3）來自院生家長的配合與認同；（4）宗教信仰；（5）福利薪資等工作條件吸引。
研究結果歸納出教保員的工作負荷程度與工作投入不必然呈現正相關，意即工作負荷程度高不會造成工作投入少、高度的工作投入也不會減少工作負荷程度。而特別須提出的是，從研究結果中可知，當教保員的工作負荷超越工作投入時，多數教保員也不會選擇離職，這有賴於各個教保員的支持系統及內在調適之作用，僅在兩機制皆失靈的狀況下，教保員才有較高機率選擇離職。
最後針對本研究結果，研究者對教保員提出應提升個人自我價值、培養休閒娛樂興趣、提升專業技能於職場、增進人際溝通能力、善用機構提供的資源之建議。而對社福機構則是在照護人力品質的提升、教保員人身安全制度保障、建立友善支持環境及對教保員的關懷溝通支持、加強專業訓練課程等。
本研究因以大臺北地區的教保員為研究訪談對象，未來可再擴及其他縣市，並對與教保員工作性質相近之生活照顧服務員、役男、代賑工等對象進行照顧實務之研究，僅以本研究提請未來研究者參照。
This study aims to discuss the factors of burdens for caregiving teachers working at welfare institutions for the disabled as well as their involvement in work. This study targets caregiving teachers in the Greater Taipei region. Questionnaires were made and interviews were conducted with a total of 8 caregiving teachers with over 5 years of job tenure. An in-depth interview spanning 60 to 150 minutes were conducted with each interviewee in accordance with their circumstances, in order to discuss the factors that cause work burdens for caregivers in the life journey, as well as their involvement in the job, and in order to try to understand the support system for caregiving teachers and their mental adjustment. This study uses qualitative research and follows academic integrity.
The study finds that the main factors that cause work burdens on the caregiving teachers are: (1) The conflict of roles between work and personal space, namely the give and take between work and family; (2)Daily teaching and caring for graduate students; (3) Social relationship mainly with graduate students’ parents, officers, and colleagues; (4) Administrative work burdens. The factors for their involvement in their jobs are: (1) Personal subjective reasons such as selfishness, contribution of love and caring; (2) Well-suited personal traits of the caregiving teacher, such as good physical strength, strong adaptability, education background and experiences; (3) Cooperation and recognition from graduate students’ parents; (4) Religious belief; (5) Salary and benefits from the job.
The study concludes that caregiving teachers’ work burden is not necessarily in positive correlation with job involvement. It means that high work burden does not cause low job involvement, and that high job involvement does not reduce work burden. It is noteworthy that, according to the study result, when caregiving teachers have a higher work burden than their job involvement, most of them would not choose to resign. This relies on the functioning of their support system and internal adjustment. It is when both mechanisms fail that they are more likely to choose to resign.
Finally, regarding the result of this study, the researcher offers the caregiving teachers a suggestion that they ought to elevate their personal values and develop their interests and recreations,enhance professional skills in the workplace,improve interpersonal communication skills. The suggestions for social welfare institutions are that they should improve the quality of caregiving workforce, provide a security system for caregiving teachers, build a friendly and supportive environment, provide caregiving teachers with care and communication and support, increase professional training courses, and so on.
This study targets caregiving teachers in Greater Taipei for research and interviews. The study can extend to other cities and counties in the future, and do a practical research on the caregiving of health-care workers, draftees, and work-relief employees who do a similar job to that of caregiving teachers. This study is a reference for future researchers. |
