私立幼兒園資深幼教師的生涯選擇之研究

近年國內幼教生態結構百花齊放，除公立、私立幼兒園外，亦有非營利及準公共化幼兒園之選擇。研究者發現，具有專業背景且取得幼教師資格證的幼教老師，絕大多數鑑於目前幼教整體生態艱難，為了求取工作保障，往往決意積極考取理想中的「公幼」。然則，也有部分教師從實習階段乃至正式走入職涯，皆「自願」且「長期」待在私立幼兒園任教；或者也發現有部分幼教師，在私立幼兒園相對艱辛的環境下，並未積極選擇轉任或轉職。因此，本研究關注的焦點，是長年任職於私立幼兒園的資深幼教師們，之所以選擇、決定留守私幼服務的原因與教師圖像、教育藍圖為何。本研究採半結構訪談方式，探究任職於台灣北、中、南、東地域之六名私立幼兒園資深幼教師，其生涯選擇之相關因素。研究結果發現，六名私立資深幼教師的生涯選擇因素:(一)靈性智慧，內容含括信念價值、自我實現與超越、宗教信仰(二)園所領導風格，內容含括關懷倫理、專業增能、領袖魅力、園所氛圍(三)傳統女性勞動下的生涯選擇，內容含括女性多重角色、母職圖像(四)教師專業自主性。

關鍵字

私立幼兒園；資深幼教師；生涯選擇

並列摘要

In recent years, Taiwan’s preschool education ecosystem has seen a growth of diversity. In addition to public and private preschools, nonprofit and quasipublic preschools are available. Researchers have found that majority of preschool teachers with professional backgrounds and preschool teacher qualifications aspire to secure a job in public preschools through the teacher qualification examination; these preschools are often the ideal choice of work because working there means greater job security, which is particularly crucial in the generally competitive environment of the preschool ecosystem. However, some teachers voluntarily choose to work at private preschools for a long period of time, starting from their internship to full-time employment. Other preschool teachers lack a motivation to secure a full-time employment or switch jobs in the harsh work conditions for preschool teachers. Therefore, the focus of this study is to investigate the reason behind the choice and decision of experienced teachers for their long-term devotion to private preschool education as well as their image and educational blueprints. This study administered semistructured interviews with six experienced preschool teachers from private preschools in the northern, central, southern and eastern regions of Taiwan to reveal the factors influencing their career choice. According to the results, the following four factors were the ones that influenced the career choice of these preschool teachers: (1) Spiritual wisdom, which included beliefs, values, self-realization and transcendence, and religious belief; (2) preschool leadership style, which includes ethics of care, professional empowerment, charisma of leader, and preschool ambience; (3) gender norms in career choice, such as women’s multiple roles and maternal image; and (4) teachers’ professional autonomy.