幼兒園教保員工作壓力、人格特質及幸福感之關聯性研究

文化大學機構典藏 CCUR > 商學院 > 企業實務管理數位碩士在職專班 > 博碩士論文 > Item 987654321/44931

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题名:	幼兒園教保員工作壓力、人格特質及幸福感之關聯性研究 Study on the Relationship Between Job Stress, Personality Traits and Well-being of Preschool Educator at the Kindergarten
作者:	張嘉芳
贡献者:	企業實務管理數位碩士在職專班
关键词:	工作壓力人格特質幸福感教保員 Job Stress Personality Traits Well-being Preschool Educator
日期:	2019
上传时间:	2019-08-28 09:48:08 (UTC+8)
摘要:	本研究旨在探討新北市公私立幼兒園教保員工作壓力與幸福感之現況與相關性，並以五大人格特質為調節變項。本研究採問卷調查法進行資料蒐集，並以新北市公私立幼兒園教保員為研究對象，回收之有效樣本為357份。調查工具包含賴志峰、廖偉君(2015)編制「幼兒園教師工作壓力量表」、陳美鳳(2013)編制「幸福感量表」及黃如儀(2015)所修訂的教師人格特質的問卷，有效問卷回收後，以SPSS軟體工具作統計分析，就有效樣本以相關分析、迴歸分析及層級迴歸進行分析檢驗各項研究假設。研究結果發現：一、新北市教保員之工作壓力對幸福感有顯著的負向影響。二、新北市教保員之情緒穩定、外向性人格特質對幸福感有顯著正向影響；嚴謹自律性人格特質對幸福感有顯著負向影響。三、新北市教保員之情緒穩定及外向性人格特質會減緩工作壓力對幸福感的負向影響。針對上述結果，本研究提出管理意涵與後續研究建議。 The purpose of this study was to explore the relationship between job stress and well-being of kindergarten teachers in xinbei city. A total of 357 valid samples were collected from public and private kindergartens in xinbei city. Survey tools include chih-feng lai, Liao Weijun (2015) "the kindergarten teacher job stress scale", Chen mei feng (2013) compiled "well-being scale", and yellow as instrument (2015) revision of the teacher's personality traits questionnaire, recycling effective questionnaire, statistical analysis by SPSS software tools, effective samples to correlation analysis, regression analysis and hierarchical regression analysis test each hypothesis. Results: (1) the job stress of new north city education workers has a significant negative impact on the well-being (2) the emotional stability and extroverted personality traits of the teachers in xinbei city had significant positive effects on the well-being; Rigorous and self-disciplined personality traits have a significant negative impact on well-being (3) the emotional stability and extroverted personality traits of the educators in xinbei city can reduce the negative influence of job stress on well-being In view of the above results, this study proposes management implications and follow-up research recommendations.
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