新住民語文教學支援人員工作態度、價值觀與自我認同感之研究

Title Work attitude, Values, and Self-Identity Among Support Staff for Teaching Native Languages of New Immigrant

蔡淑華(Tsai Shu-Hua)

《臺灣教育評論月刊》 9卷10期 (2020/10) Pp. 246-273

摘要

108學年度起，新課綱上路，語文領域增加了新住民語，與本土語並列，讓學生自由選修。在教育政策變革之際，有關「新住民語文教學支援人員工作之研究」相當缺乏，值得探究。本研究旨在透過新住民語文教學支援人員的工作甘苦談，了解其工作態度、價值觀及自我認同感，進而探討新住民語文教學支援人員提升自我認同感的發展模型。研究者採紮根理論研究法，擬定訪談大綱，以半結構的訪談方式生成資料，研究對象為桃園市七位不同國籍的現職新住民語文教學支援人員，歷經開放編碼、選擇性編碼及理論編碼三個階段。研究發現：新住民語文教學支援人員的工作態度與價值觀是促進自我認同感的重要歷程，其中，工作態度的核心概念包含工作投入、組織承諾、工作滿意度；價值觀的核心概念包含認知、情感、意向；教支人員的工作去留受教育政策、教學環境及共聘制度等因素影響；研究參與者的自我期待與自我實現是提升自我認同感的主要因素。本研究依研究結果提出建議，供各級學校開課及教育主管機關訂定教育政策之參考。

關鍵字

新住民語文 ； 教學支援人員 ； 工作態度 ； 價值觀 ； 自我認同

並列摘要

From academic year 108, when the new curriculum was implemented, native languages of new immigrants are added into native languages within the language arts domain, and students can freely choose the elective course based on their needs. At this time that the educational policy is just changed, the studies on support staff for teaching native languages of new immigrants are rare and worth exploring. This study aims to examine the work attitude, values, and the sense of self-identity among support staff for teaching native languages of new immigrants through their work experience and feelings. Furthermore, it discussed a development model about how their self-identity was enhanced. The researcher used the Grounded Theory with three levels of coding - open coding, selective coding, and theoretical coding and semi-structured interview survey in this study. The participants who had different nationalities were seven current support staff for teaching native languages of new immigrants in Taoyuan City. Findings: The work attitude and values of support staff for teaching native languages of new immigrants are essential process on promoting self-identity. The core concepts of work attitude include work engagement, organizational commitment, and job satisfaction. The core concepts of value include cognitions, emotions, and choices. The leaving or staying decision from support staff is affected by Education policy, teaching environment and co-employment system. The main elements of enhancing self-identity are the participants' self-expectation and self- actualized. Based on the results, this study provided suggestions to schools and education authorities for reference to courses and education policies.

並列關鍵字

native languages of new immigrant ； support staff for teaching ； work attitude ； values ； self-identity