文化大學機構典藏 CCUR:Item 987654321/33582
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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/987654321/33582


    題名: 桃園市公立幼兒園教保員的教保服務壓力、因應策略與教保效能之研究
    The Study of Education and Care Service, Stress Coping Strategies and Teaching Effectiveness with Public Preschool Caregivers in Taoyuan City
    作者: 劉映秀
    貢獻者: 青少年兒童福利碩士學位學程
    關鍵詞: 公立幼兒園教保員
    教保服務壓力
    因應策略
    教保效能
    Public Preschool Caregivers
    Education and Care Service Stress
    Coping Strategy
    Teaching Effectiveness
    日期: 2016-06
    上傳時間: 2016-08-15 12:40:07 (UTC+8)
    摘要: 本研究主要目的在探討幼兒園教保服務人員教保服務壓力、因應策略與教保效能之相關情形。本研究採問卷調查法進行研究資料之蒐集，以桃園市公立幼兒園486位教保員為研究對象，研究工具為研究者依據研究目的並參考相關文獻，修訂自編之「幼兒園教保服務壓力、因應策略與教保效能之研究問卷」。依問卷調查資料分別以「描述性統計」、「t考驗」、「單因子考驗」、「皮爾遜績差相關」、「多元逐步回歸分析」等方法進行分析與驗證，本研究結果如下:
    一、桃園市公立幼兒園教保員知覺教保服務壓力感受屬中低程度。
    二、教保員在面臨教保服務壓力之因應策略以「問題解決與理性思考」與「自我調適與支持」最常被採用。
    三、教保員知覺於教保效能現況屬於中上程度。
    四、教保員因應策略層面採用愈佳，其教保服務壓力知覺愈低。
    五、教保員知覺教保服務壓力愈高時，其知覺之教保效能相對愈低。
    六、教保員在因應策略採用愈高，其所知覺的教保效能效能愈高。
    七、因應策略對教保效能有顯著的預測力。
    本研究根據研究結果提出具體建議，以供教保員、幼兒園及教育政府單位及未來研究之參考。
    The purpose of this study is to probe into the education and care service stress of the preschool caregivers coping strategy, and teaching effectiveness. A qualitative research is conducted, surveying 486 preschool caregivers located in the public preschools in Taoyuan city via self-conducted questionnaire, Education and Care Service Stress of the Preschool Caregivers, Coping Strategy, and Teaching Effectiveness Study Questionnaire, which is based on the study purpose and literature review. Collected data are analyzed and verified respectively via “descriptive statistics”, “t-test”, “one-way ANOVA”, “Pearson product moment correlation coefficient”, “multiple stepwise regression analysis”, and other methods. Study results are as followed.

    1.The self-perception of the public preschool caregivers in Taoyuan City toward education and care service stress is at mid-low level.
    2.The most adapted coping strategies of the preschool caregivers facing education and care service stress are “problem solving and rational thinking” and “self-adjusting and support”
    3.The self-perception of the public preschool caregivers toward teaching effectiveness is above average.
    4.The better coping strategies the preschool caregivers adapt, the lower the perception of education and care service stress is.
    5.The higher education and care service stress the preschool caregivers perceive, the lower the teaching effectiveness is.
    6.The higher coping strategies the preschool caregivers adapt, the higher the teaching effectiveness is.
    7.Coping strategies show significant predictive power on teaching effectiveness.

    Based on the research result, this study offers concrete suggestions for preschool caregivers, kindergartens, and governmental education units, and future study as a reference.
    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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