遠端監控下幼兒教師情緒勞務之研究─以一所私立幼兒園為例

Remote monitoring services under study mood of kindergarten teachers in a private kindergarten ─ Case

吳婉甄(WAN-JHEN WU)

指導教授 ： 王雅玄

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

遠端監控下幼兒教師情緒勞務之研究─以一所私立幼兒園為例
摘 要

本研究旨在探討遠端監控對幼兒教師班級經營情緒勞務之研究，以遠端監控鏡頭下幼兒教師班級經營與家長互動中產生的情緒事件為焦點。研究取向採取質性研究，研究對象一所私立幼兒園四位幼兒教師及八位家長，透過幼教師撰寫教師日誌、幼兒教師及家長訪談，作為資料蒐集之主要方法。

本研究結果提出以下結論：
一、遠端監控具有使教學透明化、監督教師、觀看幼童的顧客導向之功能。
二、遠端監的幼兒教室有曝露幼兒隱私權與教師隱私權之爭議。
三、遠端監控幼兒園創造直昇機父母，干擾幼兒教學。
四、遠端監控下幼兒教師長期受表層情緒演出之勞務，雖能自我規訓，但逐漸惡化親師關係，在情緒失調時以避開監視器發洩。
五、遠端監控下幼兒教師長期受深層情緒演出之勞務，導致情緒、身體不適。
六、教師的教育程度、教學經驗和年資較高者較會順應家長需求，家長的職業與社經地位越高，比較重視孩子健全人格的發展及同儕之間的互動情形。家長的教育程度越低，比較重視孩子認知方面的學習(注音符號及美語教學)。
七、贊成遠端監控的家長過度關注幼兒認知學習與生活規範。不贊成遠端監控的家長最在意的是孩子的隱私權。贊成遠端監控的教師強調還原現場的功能。不贊成遠端監控的教師拒絕家長干預教學。
關鍵詞：幼兒教師、遠端監控、情緒勞務

關鍵字

情緒勞務 ； 遠端監控 ； 幼兒教師

並列摘要

Abstract
The research is discussed about a kindergarten teacher’s emotional labor under the Remote Network Monitoring. It focuses on the emotional matters between Kindergarten teacher’s classroom management under Remote Network Monitoring and parents. The research adopts Qualitative Research that analyzing four early childhood teacher and eight parents. Through teachers’ teaching daily journal and interview between early childhood teacher and parents that is gathered to be this research data.
Introduction
1.Remote Network Monitoring with some functions that transparent –teaching, supervising teachers, and watching out the children.
2.Remote Network Monitoring has a dispute which it exposes private matters of teacher and children.
3.Remote Network Monitoring in a kindergarten school that leads to some parents will interfere with teaching.
4.Remote Network Monitoring has a situation that teachers have emotional labor in class. Although they can rule themselves with the times by, it will be worsen the relationship between teaches and parents. They avoid the RMON to let off when they lost in emotions.
5.The emotional labor of teacher under the RMON results in emotional instability and feels indisposed.
6.Teacher’s educational background, teaching experience, and length of teaching also influences that these teachers adjust parents’ requirement easily. Parents with High occupation and high position in society attach importance to their children’ interactions between developing personality and schoolmates’ interaction. On the other hand, some parents with low education overvalue ability of cognizance such as Mandarin Phonetic Symbols and English.
7.Parents who approves RMON overvalue children’ ability of cognizance and routine. On the contrary, they take notice of children’ privacy. Some teachers who approves RMON function emphasize to return the reproduction of teaching scene. On the contrary,teachers refuse that parents intervene teacher’s teaching scene. On the contrary, teachers refuse that parents intervene theacher’s teaching.

Keywork：early childhood teacher Remote Network Monitoring emotional labor

並列關鍵字

Remote Network Monitoring，RMON ； early childhood teacher ； emotional labor

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