臺北市公立幼兒園教師幸福感與教學效能關係之研究

A Study on Relationship between Public Preschool Teachers’ Well-being and Teaching Effectiveness in Taipei City

潘美芳(Mei-Fang Pan)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/終身學習與人力資源發展碩士學位學程碩士在職專班/碩士(2019年)

https://doi.org/10.6837/ncnu201900059

摘要

本研究旨在探討臺北市公立幼兒園教師幸福感與教學效能之關係，以瞭解幼兒園教師幸福感與教學效能之認知現況，並比較在不同背景變項下，臺北市公立幼兒園教師幸福感及其教學效能之差異情況。再針對該兩變項的各構面及其整體分析其相關性，最後分析臺北市公立幼兒園教師幸福感對教學效能之預測作用。本研究以臺北市公立幼兒園教師為研究母體，共發放550份問卷，經由剔除無效問卷以及未填答完整之問卷後，共計回收之有效問卷504份，有效回收率約為91.636%。本研究將問卷資料回收彙整後，以描述性統計、獨立樣本 考驗、單因子變異數分析、皮爾森積差相關以及逐步多元迴歸等統計技術進行分析，茲將本研究結果歸納如下︰
一、臺北市公立幼兒園教師幸福感與教學效能在中等以上程度。
二、不同性別、教育程度之臺北市公立幼兒園教師幸福感並無顯著差異。
三、不同年齡、婚姻狀態、任教年資、擔任職務、幼兒園性質之臺北市公立幼兒園教師在幸福感具顯著差異，且年輕、單身、資淺、兼任行政職及任教於專設幼兒園之教師有明顯較高之幸福感。
四、不同性別之臺北市公立幼兒園教師教學效能並無顯著差異。
五、不同年齡、教育程度、婚姻狀態、任教年資、擔任職務、幼兒園性質之臺北市公立幼兒園教師在教學效能具顯著差異，且年輕、大學學歷、單身、資淺、兼任行政職及任教於專設幼兒園之教師有明顯較佳之教學效能表現。
六、臺北市公立幼兒園教師幸福感與教學效能呈現顯著中高程度正相關。
七、臺北市公立幼兒園教師幸福感在整體、「人際關係」、「工作成就」及「正面情感」對教學效能有正向且顯著之預測力，尤以「人際關係」構面最具預測力。
最後，本研究依研究分析結果，對政府教育單位、幼兒園、幼兒園教師及未來後續研究者提出適當之建議。

關鍵字

幼兒園 ； 教師幸福感 ； 教學效能

並列摘要

The purpose of this study was to discuss the relationship between public preschool teachers’ well-being and teaching effectiveness in Taipei City, to explore the cognitive status of preschool teachers’ well-being and teaching effectiveness, and to compare the differences between preschool teachers’ well-being and teaching effectiveness under different background variables.Then analyzed the correlation for the various aspects of the two major variables and their overall, and finally analyzed the forecast effect of preschool teachers’ well-being on teaching effectiveness.This study selected public preschool teachers in Taipei City as the parent population and adopted the questionnaire survey method for sampling.A total of 550 questionnaires were issued.After eliminating the invalid questionnaires and questionnaires that did not complete the answer, a total of 504 valid questionnaires were recovered. The effective recovery rate was approximately 91.636%.In this study, after the questionnaires were collected and collated,statistical techniques such as descriptive statistics, independent sample t-test, One-way Anova, Pearson product-moment correlation, and stepwise multiple regression were used for analysis. The results of this study were summarized as follows:
1.Public preschool teachers’ Well-being and teaching effectiveness in Taipei City
were above the medium level.
2.The public preschool teachers’ Well-being in Taipei City didn’t differ significantly in
gender and educational level.
3.The public preschool teachers’ Well-being in Taipei City differed significantly in age,
marital status, teaching seniority, position and preschool nature.In addition,teachers
who were younger, single, junior, concurrently in administrative positions, and
teached at the specially established preschools had significantly higher well-being.
4.The public preschool teachers’ teaching effectiveness in Taipei City didn’t differ
significantly in gender.
5.The public preschool teachers’ teaching effectiveness in Taipei City differed
significantly in age, educational level, marital status, teaching seniority, position and
preschool nature.In addition,the teachers who were younger, university degree,
single, junior, concurrently in administrative positions, and teached at the specially established preschools had significantly better teaching effectiveness.
6.The public preschool teachers' well-being and teaching effectiveness in Taipei
showed a moderately and highly significant positive correlation.
7.In the "interpersonal relationship ", "work achievement", "positive affect" and overall,
the public preschool teachers’ well-being in Taipei City had positive and significant
predictive effect on the teaching effectiveness.Among them, " interpersonal
relationship " can best predict teaching effectiveness.
Finally, based on the results of the research, this study provided appropriate recommendations for government education units, preschools, preschool teachers, and future follow-up researchers.

並列關鍵字

Preschool ； Teachers’ Well-being ； Teaching Effectiveness

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