教保服務人員社會支持與工作滿意度相關研究：以創意教學自我效能為中介變項

The Relationship between Sense of Social Support and Job Satisfaction of Preschool Educators: The Mediating Effect of Self-efficacy for Creativity-teaching

賴瀅如(Lai Ying-Ru)

指導教授 ： 陳學志

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(2024年)

https://doi.org/10.6345/NTNU202400099

摘要

鑒於教保服務人員的工作特性，他們需要與一位教保服務人員在同一個班級進行協同教學，此模式不僅是教學方式之一，更使得教保服務人員所需的社會支持變得至關重要，透過社會支持的作用，創意教學自我效能得以增強，有助於提高工作動力與教學成就進而提高工作滿意度，促進教育品質與組織的穩定運作。本研究旨在探討教保服務人員社會支持與工作滿意度相關研究，進一步探討創意教學自我效能的中介效果。本研究採用問卷調查法，以教保服務人員為研究對象，實際收回有效問卷286份。研究結果如下：一、從中介效果中，研究者發現教保服務人員的社會支持、工作滿意度與創意教學自我效能兩兩變項之間有顯著正相關。二、教保服務人員的創意教學自我效能在社會支持與工作滿意度之間具有部分中介效果，表示教保服務人員社會支持會透過創意教學自我效能正向提升工作滿意度。三、教保服務人員社會支持與工作滿意度間，僅以創意教學自我效能分量表中的「負向自覺」具部分中介效果，表示社會支持對教保服務人員有正向的影響，能夠增強其對創意教學自我效能的信心，此信心能讓教保服務人員更堅定地處理負向自覺的感受，進而提升其工作滿意度。四、教保服務人員的創意教學自我效能在不同向度之社會支持（情緒與陪伴性支持、訊息與實質性支持）與工作滿意度間，皆具部分中介效果。五、由於幼教實務現場的教保服務人員通常包含教師以及教保員，因此本研究進一步分析兩種資格之教保服務人員的差異，結果發現教師資格的社會支持與創意教學自我效能顯著高於教保員資格。六、教師資格的創意教學自我效能在社會支持與工作滿意度之間具有部分中介效果；教保員則無中介效果。七、教師資格的社會支持與工作滿意度間，僅以創意教學自我效能分量表中的「負向自覺」具部分中介效果；教保員資格皆無中介效果。八、教師資格的創意教學自我效能在不同向度之社會支持（情緒與陪伴性支持、訊息與實質性支持）與工作滿意度間，皆具部分中介效果；教保員資格皆無中介效果。最後，本研究亦依據上述研究結果，提出後續相關研究與實務建議，以供幼教工作現場教師與未來實務教學方面的參考。

關鍵字

教保服務人員 ； 社會支持 ； 工作滿意度 ； 創意教學自我效能

並列摘要

Given the nature of the work undertaken by preschool educators, collaborative teaching with peers in the same classroom has become a prevalent teaching approach. This not only serves as an instructional method but also underscores the critical importance of social support for these educators. Through the lens of social support, this study investigates how preschool educators can enhance their creative teaching self-efficacy, leading to increased motivation, teaching achievement, and overall job satisfaction, thus promoting stable educational quality and organizational operations.
This research utilized a survey method, targeting preschool educators as the study participants, with a total of 286 valid responses collected. The findings are as follows:
1.Through the mediation analysis, the study identified significant positive correlations among social support, job satisfaction, and creative teaching self-efficacy for preschool educators.
2.Creative teaching self-efficacy partially mediates the relationship between social support and job satisfaction, indicating that social support positively influences job satisfaction through the enhancement of creative teaching self-efficacy.
3.Specifically, negative self-awareness, as measured in the creative teaching self-efficacy scale, partially mediates the relationship between social support and job satisfaction. This suggests that social support positively impacts preschool educators, fostering confidence in handling negative self-awareness and ultimately elevating job satisfaction.
4.Creative teaching self-efficacy demonstrates partial mediation effects between different dimensions of social support (emotional and companionship support, informational and instrumental support) and job satisfaction among preschool educators.
5.Subsequent analysis revealed differences between educators holding teacher qualifications and those with educare giver qualifications. Teacher-qualified educators reported significantly higher levels of social support and creative teaching self-efficacy compared to their educare giver counterparts.
6.Creative teaching self-efficacy partially mediates the relationship between social support and job satisfaction for teacher-qualified educators, whereas no mediation effects were observed for educare giver-qualified educators.
7.The mediation effect was observed only in the "negative self-awareness" dimension of the creative teaching self-efficacy scale between social support and job satisfaction for teacher-qualified educators, while no such effects were found for educare giver-qualified educators.
8.Similar to the overall findings, creative teaching self-efficacy demonstrates partial mediation effects between different dimensions of social support and job satisfaction for teacher-qualified educators, while no mediation effects were observed for educare giver-qualified educators.
In conclusion, this study provides valuable insights into the complex interplay of social support, job satisfaction, and creative teaching self-efficacy among preschool educators. The results highlight the need for tailored support systems based on educators' qualifications and offer implications for both future research and practical considerations in the field of early childhood education.

並列關鍵字

preschool educator ； social support ； job satisfaction ； self-efficacy for creativity teaching

參考文獻

林志哲（2014）。感恩，社會支持及幸福感之研究：中介效果模式之驗證。中華心理衛生學刊，27（3），453-482。https://doi.org/10.30074/FJMH.201409_27(3).0005

蕭佳純（2022）。創意自我效能、工作價值觀對教師創造力教學影響之研究：專業學習社群與教師信任的跨層次分析。教育科學研究期刊，67（1），255-289。https://doi.org/10.6209/JORIES.202203_67(1).0009

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