以組織層次玩興為調節變項探討幼兒園教保服務人員玩興對創意教學行為及主觀幸福感影響之跨層次分析研究

Multilevel Analysis on the Effect of Preschool Educators’ Playfulness on Creative Teaching Behavior and Subjective Well-Being with Organizational Playfulness as a Moderating Variable

王皓昀(Wang Hao-Yun)

指導教授 ： 張雨霖

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2020年)

https://doi.org/10.6345/NTNU202001361

摘要

本研究旨在探究幼兒園教保服務人員背景變項之教學年資、玩興、創意教學行為與主觀幸福感之關係，並以階層線性模式分析組織層次玩興脈絡調節效果。本研究以問卷調查方式，邀請全台48所公私立幼兒園，每個園所5至21位教保服務人員參與，共計 455名研究參與者，其中女性450名（98.9％）。研究工具包含「玩興量表」，該量表修改自余嬪、吳靜吉、林偉文、楊潔欣（2003）所設計之成人玩興量表與成人組織玩興氣氛量表、「中國人主觀幸福感量表（極短版）」（Lu,2006）、「創意教學行為量表」，該量表修改自黃惠君、葉玉珠（2008）所設計之創意教學行為量表。問卷資料回收後，分別採用描述統計呈現各項統計數據，如平均數、標準差等；再以相關分析、多元迴歸分析、階層線性模式分析等方法考驗研究假設。研究結果發現：
一、 幼兒園教保服務人員教學年資與玩興未具相關，但與創意教學行為及主觀幸福感呈現正相關。
二、 教保服務人員個人玩興中「樂於創造」、「樂在其中」、「幽默自在」及「主管支持」、「休閒同樂」五因素對創意教學行為具有正向預測效果，唯有「不拘小節」具有負向預測效果。
三、 教保服務人員個人玩興中「樂於創造」、「童心未泯」、「不拘小節」三因素對主觀幸福感具有正向預測效果，唯有「樂在其中」具有負向預測效果。
四、 教保服務人員組織層次玩興對創意教學行為與主觀幸福感影響均未達顯著。
五、 教保服務人員組織層次玩興在個人玩興與創意教學行為及主觀幸福感的影響中不具調節效果。
最後研究者依據研究結果，對理論與實務提出相關建議，供未來研究者作爲參考。

關鍵字

教保服務人員 ； 創意教學行為 ； 玩興 ； 組織玩興 ； 主觀幸福感 ； 階層線性模式分析

並列摘要

The purpose of this study is to investigate the correlations among preschool educators’ “years of teaching experience” , “playfulness” , “creative teaching behavior” and “subjective well-being”.Then use HLM to analyze contextual moderating effects of organizational playfulness. The evidence of this research is base on the questionnairs give out to preschool educators. This study collecting a total of 455 samples from 48 kindergartens. The employed questionnaires covered playfulness scale, CHI（brief）, creative teaching performance scale. Initially, the collected data was represented by descriptive statistics, e.g. mean, standard deviation and others. Next, related analysis , Multiple regression analysis, hierarchical linear modeling were used to examine the hypotheses of the study.These results of the study are followed:
1. preschool educators’ years of teaching experience did not correlate with playfulness, but did correlate with creative teaching behavior and subjective well-being.
2. preschool educators’ playfulness in “enjoying creation”, “enjoying the moment”, “freedom of humor” , “supervisor support” and “leisure and fun ”had positive effects on their creative teaching,but“not bothering about trifles”had negative effects on their creative teaching.
3. preschool educators’ playfulness in“enjoying creation”, “still possessing a child's heart”, and “not bothering about trifles” had positive effects on their subjective well-being,but“enjoying the moment”had negative effects on their subjective well-being.
4. preschool educators’ organizational playfulness had no significant impact on creative teaching behaviour and subjective well-being.
5. preschool educators’ organizational playfulness had no moderating effect on the effects of personal playfulness and creative teaching behavior or subjective well-being.

On the basis of the research results, this paper provides discussions ands suggestions.

並列關鍵字

Preschool educator ； Creative teaching behavior ； playfulness ； organizational playfulness ； subjective well-being ； Hierarchical linear modeling

參考文獻

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