雙北市公立幼兒園中教保服務人員資格配置及合班關係的相關性研究

本研究旨在探究公立幼兒園中教保服務人員不同合班資格配置下的合班關係，並進一步探討控制背景變項（年齡、聘雇資格、服務年資、教育程度、是否兼任行政職務、薪資）、班級特性（班級年齡、師生比）後，合班經驗（合班年數、合班決定方式、過去合班感受、教育理念契合度、合班同事相處個性）以及資格配置對合班關係的影響。本研究採問卷調查法，參考郭淑岑（2013）的教保服務人員人際關係量表，編製「公立幼兒園教保服務人員合班關係問卷」，共48題，以台北市與新北市的公立附設幼兒園以及專設幼兒園中410位幼兒教保服務人員為研究樣本，採描述性統計、卡方分析、單因子變異數分析、階層多元迴歸進行統計分析。本研究發現如下：一、雙北市公立幼兒園之資格配置以「正式教師搭配正式教師」最多。二、資格配置與研究對象的在本園服務年資、兼任行政職務、薪資、班級年齡、與合班同事帶班年數及合班決定方式有顯著相關。三、教保服務人員經常或總是感受到夥伴關係，很少或從未感受到與合班同事有衝突與排斥或被支配。四、教保服務人員與其合班同事的年齡組合與夥伴關係、衝突與排斥、支配有顯著相關。五、教保服務人員與其合班同事的年資組合與夥伴關係及衝突與排斥感受有顯著相關。六、教保服務人員與其合班同事的薪資組合與衝突與排斥及支配感受有相關。七、合班資格配置與研究對象所感受的合班關係無顯著相關，但研究對象的合班經驗與其合班關係有顯著相關，最主要的預測變項研究對象與合班同事教育理念契合度及合班同事相處個性。本研究依據研究結果，分別對教保服務人員、幼兒園管理者及未來研究提出建議，以其對未來幼教界的發展有所助益。

關鍵字

合班資格配置；合班經驗；合班關係；公立幼兒園；幼兒教保服務人員

並列摘要

This articles takes the questionnaire survey as the research method. A 48-question-questionnaire named “The Collegial Relationship of Public Preschool Educarers” is adopted, based on the “Relationship Quality Scale for Preschool Educators”, which developed by Shu-Tsen, Kuo(2013). Further, to explore how background variables (age, qualification, seniority, education level, administrative position, salary) , class character(class-age, teacher-student ratio), co-teaching experience(co-working years, co-decided way, passed-feeling, educational concept, partner’s character) and different qualification staffing patterns affect collegial relationship. A total of 410 preschool educarers who work in public preschool located in Taipei City and New Taipei City are taken as the research samples. The data were statistically analyzed by Descriptive Statistics, Chi-Square Test, One-way ANOVA and Multiple Hierarchical Regression Analysis. Several results are revealed: 1.“Official-teacher with official-teacher” is the most patterns in Taipei City and New Taipei City. 2.The correlation between qualification staffing patterns and seniority, administrative position, salary, class-age, co-working years, co-decided way is significant. 3.Educarers often feel partner-relationship, but seldom feel conflict-relationship or dominated-relationship. 4.The correlation between age of co-class educarers and partner-relationship, conflict-relationship, dominated-relationship is significant. 5.The correlation between seniority of co-class educarers and partner-relationship and conflict-relationship is significant. 6.The correlation between salary of co-class educarers and conflict-relationship and dominated-relationship is significant. 7.The correlation between qualification staffing patterns and collegial relationship is non-significant. 8.The co-teaching experience is significant to collegial relationship, and educational concept, partner’s character make the turnover intension predictable. The author concludes the results mentioned above and look forward to be taken as a reference for educarers, administrators of preschools and for other researches in the future.