| 摘要: | 本研究以計畫行為理論為分析架構，利用立意抽樣，選取三所北部大專院校五年級學生總人數共180人，以問卷調查結果來探究幼保科學生從事托育服務就業意願，並解釋幼保科學生從事托育服務就業意願之行為意向。將幼保科學生從事托育服務就業意願之探討，以「行為態度」、「主觀規範」以及「知覺行為控制」作為「行為意向」研究之預測變項，對效標變項「從事托育服務機構就業意願因素以Ajzen之計畫行為理論」進行描述性統計、差異性分析、單因子變異數分析、皮爾遜積差相關分析以及逐步多元迴歸分析。研究方法為調查研究法，所使用之研究工具為問卷包含「基本資料」與「問卷內容」兩部份，問卷內容又分為「行為態度量表」、「主觀規範量表」、「知覺行為控制量表」與「行為意向」，針對北區三所大專五年級學生進行發放，共發放180份，回收經彙整後，合計有效樣本共為170份，有效樣本率為94%。獲致之研究結果如下：
一、幼專五學生在就業意願動機，多為從別人的肯定得到工作成就感、重視實習工作機構的成果表現、對環境及資源有信心之控制能力等因素；幼五專學生普遍認同在從事托育服務就業意願受到個人興趣喜歡小孩之因素影響；幼五專學生在行為意向中願意主動學習幼教相關課程及實習，來充實自我的專業素養，而其從事托育服務就業意願之阻礙則為社會對托育服務的不重視因素；幼五專學生普遍在校外實習認為實習主管的評價對從事托育服務就業意願為之重要。
二、背景變項與「行為態度」、「主觀規範」、「知覺行為控制」「行為意向」之差異性未達顯著差異，在行為態度次構面「認知行為」及知覺行為控制次構面「控制信念」在「個人興趣」中喜歡小孩之差異性達顯著差異。
三、「規範信念」、「控制信念」對「行為意向」的預測力達到極為顯著關係，最後提出研究結論與建議，作為幼保科學生、專校學校、托育服務機構，以及後續研究者參考之依據。
This research aims to explore the willingness of students majored in Childhood Educare on joining childcare services after graduation. To understand the topic, planned behavior theory was used as the analysis framework. This survey research used purposive sampling, 180 questionnaires by then 5th grade college students distributed to 5th grade students in 3 colleges in Northern Taiwan. were collected as research subjects.
In order to analyze students’ intention, researcher set "attitude", "subjective norm" and "perceived behavior control" as the predictor variables of the "behavior intention" research. Descriptive statistics, one-way between ANOVA, Pearson product-moment correlation and stepwise multiple regression analysis were used for data analysis in order to test the purposed hypotheses.. The questionnaire included 2 parts, "demographic variables" and "scales" of planned behavior control which divided into 4 parts, "behavior attitude scale", "subjective norm scale", "perception behavior control scale" and "behavior intention" respectively and intention of services .
After data collection, there were 170 effective samples, which made the effective return rate 94%. The findings of this research were listed as below.
(1) The motivation of the 5th grade students to choose childcare as a career are mostly derived from others’ (e.g. family, friends) support on the work, praise on good work from institution during internship, being confident to manage the work in childcare institution and other factors. The intention to choose childhood educare as her career is influenced by personal interest in children. On the other hand, students are willing to learn childhood educare related courses and do internships in order to enrich their professional qualities. However, the obstacle for them to engage in childhood educare services is the lack of attention in childcare services in our society. Finally, most students who did internship thought that the evaluation from internship supervisor largely influence their intention to involve in childcare services.
(2) There were no significant statistically differences existed between “demongraphic variable”, "attitude", "subjective norm", "perceived behavior control" and "behavior intention". However, the statistical differences between "control beliefs" and "personal interests" on whether the respondent like children is significant.
(3) The predictability of "normative beliefs" and "control beliefs" shows significant correlation. Finally, this research had drawn several conclusions and recommendations for students majored in childcare, professional schools, childcare service institutions, and further researchers. |
