台灣地區公／私立幼稚園教職取得之研究：人力資本、文化資本、社會資本之檢驗

台灣公／私立幼稚園教師職場待遇差別很大，取得公幼教職是幼教師的優先選擇；從理論面而言，人力資本、文化資本、社會資本對於職業取得均有論理基礎，但這些理論是否能擴及公／私立幼稚園教職取得？則有待檢證；檢證結果對於幼教科系就業培訓策略與畢業生就業準備，均有重要參考價值。本研究透過全國性的抽樣資料分析結果顯示：教師擁有高人力資本有助於取得公幼教職，以教育因素（教育年數與公私立學校別）與專業證照是最重要的影響因素；而高文化資本對於取得私幼教職較有利，外表談吐條件佳者較受私立幼稚園青睞；至於社會資本的效果則分為兩種，介紹人的幫忙在私立幼稚園能夠奏效，而擁有較多社會資源則有助於取得公幼教職。研究結果顯示三個理論對於公／私立教職取得皆有解釋效果，但是對於取得公／私立教職則各有不同的重要性。

關鍵字

教職取得；人力資本；文化資本；社會資本

並列摘要

There is humungous difference in teachers' treatment between public and private kindergartens that public position is the superior choice to most of the kindergarten teachers in Taiwan. Theoretically, human capital, culture capital, and social capital can provide the basis to the theory in occupational attainment. But can these theories extend to kindergarten teachers’ occupational attainment? It needs to be explored and the result will benefit those who want to be a kindergarten teacher. This study analyzes a database from a nationwide sampling and the results are as follows: a teacher with higher human capital has more opportunity to attain the job in public kindergartens and the most important influential factors are education (years of schooling and public/private school graduates) and certificate. Higher culture capital can benefit to attain a job in private kindergartens. A teacher with better appearance and talk style will win acceptance in private kindergartens. As for social capital, there are two effects which can help attain a private kindergarten teacher position through recommendation and benefit to attain a public kindergarten teacher position for one with higher social resource. This study shows three theories can explain public/private kindergarten teachers’ occupational attainment, but there is different importance to public/private ones.