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    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://irlib.pccu.edu.tw/handle/987654321/29748


    题名: 幼兒園教師工作價值觀與工作滿意度關係之研究-以新北市幼兒園為例
    The Study of the Relationships between Work Values and Job Satisfaction of Preschool Teachers - Preschool of New Taipei City
    作者: 林紫駖
    LIN﹐TZU-LING
    贡献者: 青少年兒童福利碩士學位學程
    关键词: 幼兒園
    幼兒園教師
    工作價值觀
    工作滿意度
    kindergarten
    kindergarten teachers
    work values
    job satisfaction
    日期: 2014-12-31
    上传时间: 2015-02-05 14:53:19 (UTC+8)
    摘要: 本研究旨在探討「新北市私立幼兒園教師工作價值觀與工作滿意度之關係」以「基本資料調查表」、「工作價值觀量表」及「工作滿意度量表」為研究工具，立意取樣取得368份有效問卷作為統計分析之資料。統計結果說明如下：
    一、工作價值觀平均數最高的前五項為：
    1.超級價值9在工作中能充分發揮自己的專長。
    2.實踐價值10從事自己擅長的工作。
    3.成長價值34同事之間互相照顧、彼此關懷。
    4.尊重價值11能選擇自己所喜歡的生活方式。
    5.組織價值14能藉工作來增廣見聞。
    二、工作滿意度平均數最高的前5項為:
    1.教學工作18.上課前我能做好教學準備，我的教學深受幼兒喜愛。
    2.教學工作16.我在教學規劃上有自主性，能決定最適合幼生的教學方式
    3.人際關係14.我在教學上需要家長協助時，家長會樂意幫忙。
    4.教學工作 19.我的工作對於自我成長有幫助。
    5.工作報酬8.園所會鼓勵我進修，追求專業成長。
    5.教學工作20.我以身為幼教師為榮。
    三、工作滿意度平均數最低的前五項(即最不滿意的前五項)為:
    1.決策參與:我覺得主管在分配工作時很公平。
    2.工作報酬:就我個人的工作付出而言，我認為薪資待遇是合理的。
    3.工作報酬:我服務的幼兒園福利制度比其他園所讓我感到健全。
    4.工作環境:我覺得園方對教師工作量的要求合理
    5.決策參與:園方能依教師們的意見來進行決策。
    四、不同背景變項的幼兒園教師其工作價值觀之差異研究
    1.不同年齡幼兒園教師在工作價值觀之「超越價值」、「實踐價值」、「成長價值觀」、「尊重價值」有顯著差異。
    2.不同年齡幼兒園教師在工作價值觀之「超越價值」、「實踐價值」、「成長價值」、「尊重價值」有顯著差異。
    3.不同婚姻狀況幼兒園教師在工作價值觀之「成長價值」有顯著差異。
    4.不同教育程度幼兒園教師在工作價值觀之「超越價值」、「實踐價值」、「成長價值」、「尊重價值」、「組織價值」、「人際價值」、「安全價值」、「舒適價值」均有顯著差異。
    5.不同任教年資幼兒園教師在工作價值觀之「超越價值」、「成長價值」、「尊重價值」、「人際價值」有顯著差異。
    五、不同背景變項的幼兒園教師其工作滿意度之差異研究
    1.不同年齡幼兒園教師在工作滿意度之「工作環境」、「工作報酬」、「人際關係」、「教學工作」、「決策參與」有顯著差異。
    2.不同教育程度幼兒園教師在工作滿意度之「人際關係」、「教學工作」、「決
    策參與」有顯著差異。
    3.不同任教年資幼兒園教師在工作滿意度之「工作環境」、「工作報酬」、「人際關係」、「教學工作」、「決策參與」有顯著差異。
    六、幼兒園教師之工作價值觀與工作滿意度之相關研究
    工作價值觀之「超越價值」、「實踐價值」、「成長價值」、「尊重價值」、「組織價值」、「人際價值」、「安全價值」、「舒適價值」與工作滿意度之「工作環境」、「工作報酬」、「人際關係」、「教學工作」、「決策參與」、「工作滿意度整體」兩兩之間均達顯著正相關。
    七、幼兒園教師之工作滿意度之預測
    1.「超越價值」與「安全價值」可預測工作滿意度之「工作環境」。
    2.「超越價值」與「組織價值」可預測工作滿意度之「工作報酬」。
    3.「超越價值」、「組織價值」與「實踐價值」可預測工作滿意度之「人際關係」。
    4.「超越價值」與「組織價值」可預測工作滿意度之「教學工作」。
    5.「超越價值」、「組織價值」可預測工作滿意度之「決策參與」。
    6.「超越價值」與「組織價值」可預測工作滿意度之「工作滿意度整體」。
    This study aimed to investigate “the work values-job satisfaction relationship of private school kindergarten teacher educators in New Taipei City”. To address the research objective of this study, a survey research design was conducted and a purposive sampling method was adopted.Questionnaires including “personal fact sheet,” “work values inventory,” and “job satisfaction survey” was distributed.A total of 368 valid questionnaire were returned. An overview of the survey results was as follows.
    I. Top 5 of Mean Value of Work Values
    1.Super Value 9: being able to fully apply my knowledge to work.
    2.Practical Value 10: having a job which I am good at.
    3.Growth Value 34: having mutual-caring relationships with colleagues.
    4.Respect Value 11: being able to live a lifestyle that I enjoy.
    5.Organizational Value 14: having a job which allows me to expand my
    horizons.
    II. Top 5 of Mean Value of Job Satisfaction
    1.Teaching Duties 18: being able to give well-prepared classeswhich attracts
    children.
    2.Teaching Duties 16: being able to adopt the teaching method which I consider
    suitable for children.
    3.Interpersonal Relationship 14: parents are willing to work with me for the good of teaching.
    4.Teaching Duties 19: my career helps in self-development.
    5.Salary and Benefit 8: my employer encourages me to pursue advanced studies for professional growth.
    5.Teaching Duties 20: I am proud of being a kindergarten teacher educator.
    III. Bottom 5 of Mean Value of Work Values
    1.Participation in Decision Making Process: My supervisor is fair when it comes to task assignment.
    2.Salary and Benefits: I consider my salary reasonable comparing to my workload.
    3.Salary and Benefits: the kindergarten I work for offer better benefits packages than others.
    4.Working Environment: My workload is reasonable.
    5.Participation in Decision Making Process: Teachers’ opinion is included in the kindergarten’s decision-making process.
    IV. Differential Study on Work Values among Kindergarten Teacher Educators’ with Different Background
    1.Kindergarten teacher educators of different ages showed remarkable differences in “transcend value,” “practical value,” “growth value” and “respect value” when it comes to work values.
    2.Kindergarten teacher educators of different ages showed remarkable differences in “transcend value,” “practical value,” “growth value” and “respect value” when it comes to work values.
    3.Kindergarten teacher educators of different marital status showed remarkable difference in “growth value” when it comes to work values.
    4.Kindergarten teacher educators of different educational background showed remarkable difference in “transcend value,” “practical value,” “growth value,”“respect value,” “organizational value,” “interpersonal value,” “safety value” and “comfort value” when it comes to work values.
    5.Kindergarten teacher educators of different seniority showed remarkable difference in “transcend value,” “growth value,” “respect value” and “interpersonal value” when it comes to work values.
    V. Differential Study on Job Satisfaction among Kindergarten Teacher Educators’ with Different Background
    1.Kindergarten teacher educators of different ages showed remarkable differences in “working environment,” “salary and benefits,” “interpersonal relationship,” “teaching duties” and “participation in decision making process” when it comes to job satisfaction.
    2.Kindergarten teacher educators of different educational background showed remarkable differences in “interpersonal relationship,” “teaching duties” and “participation in decision making process” when it comes to job satisfaction.
    3.Kindergarten teacher educators of different seniority showed remarkable differences in “working environment,” “salary and benefits,” “teaching duties” and “participation in decision making process” when it comes to job satisfaction.
    VI. Study of the Interrelationship between Work Values and Job Satisfaction of Kindergarten Teacher Educators
    There was significant positive correlation between “transcend value,” “practical value,” “growth value,” “respect value,” “organizational value,” “interpersonal value,” “safety value” and “comfort value” of work values and “working environment,” “salary and benefits,” “interpersonal relationship,” “teaching duties,” “participation in decision making process,” and “overall satisfaction” of job satisfaction.
    VII. Prediction of Job Satisfaction of Kindergarten Teacher Educator Based on Work Values
    1.The result of “organizational value” and “safety value”can serve as indicator for the prediction of “working environment” in job satisfaction.
    2.The result of “transcend value” and “organizational value”can serve as indicator for the prediction of “salary and benefits” in job satisfaction.
    3.The result of “transcend value,”“organizational value,” and “practical value”can serve as indicator for the prediction of “interpersonal relationship” in job satisfaction.
    4.The result of “transcend value”and “organizational value”can serve as indicator for the prediction of “teaching duties” in job satisfaction.
    5.The result of “transcend value” and “organizational value”can serve as indicator for the prediction of “participation in decision making process” in job satisfaction.
    6.The result of “transcend value” and “organizational value”can serve as indicator for the prediction of “participation in decision making process” in job satisfaction.
    显示于类别:[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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