私立青青幼兒園大班與小班教師情緒勞務之研究

Pre-K teachers and Toddler class teachers within the context of emotional labor and the differences.

吳佳玲(Chia－Ling Wu)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2016年)

摘要

摘要
本研究旨在探討個案私立幼兒園大班與小班幼師的情緒勞務脈絡與其差異，以即時通訊軟體對親師溝通下的情緒、監視器下的情緒勞務、幼兒意外、健康教育下的情緒勞務、教學壓力下的情緒勞務的情緒事件為焦點。研究取向採取質性研究，研究對象為雲林縣一所私立幼兒園四位大班幼師及四位小班幼師，透過訪談與觀察法，作為資料蒐集之主要方法。

本研究結果提出下列結論：
一、 即時通訊軟體對親師溝通，幼師為了避免磨擦不正面回應的處理方式
二、 監視器的監視教學下，幼師會刻意美化教學也會由衷覺得監視器的設立能展現自信與專業
三、 教學壓力，小班幼師表示在教學中並無教學壓力，家長在幼童小班階段，要求幼師的是保育工作。而大班幼師則因為增加工時委屈進行
四、 迎接新生，大班幼師表示，因為幼童大部分都是小班開始就讀青青幼兒園，所以孩子在幼兒園內已適應一年了，幼童較沒有適應不良的問題。但對小班幼師而言明知家長不信任，仍要持平常心進行事項連絡。

關鍵詞：幼師情緒勞務、即時通訊軟體、監視器的監視教學、教學壓力

關鍵字

幼師情緒勞務

並列摘要

Abstract

This study will observe through the emotional labor events, like LINE, spy teachers by monitor, teaching health. Focus on these events for communication between parents and teachers. This very long sentence needs to be reworked. This study was observed through LINE for communication between parents and teachers. Video surveillance cameras were used to monitor teachers’ teaching within the classroom. Teaching health along with other classroom issues were also communicated using LINE. This type of study takes qualitative research; the study took place in Yunlin County. Four Pre-K teachers and four toddler teachers were used in the study. The primary method of data collection was through observation.

According to the study, the conclusion below:

1. The Pre-K teachers stated LINE to allow teachers to be patient and accommodating when communicating with the parents of the children.

2. Using video surveillance cameras, the teachers felt that the use of cameras
promoted confidence and professionalism within the classroom.
3. Toddler class teachers declare that the pressure they feel when teaching is
minimal. However, parents of Pre-K students require more
communication therefore the Pre-K teachers need to increase their
working hours to facilitate this communication.

Pre-K teachers said, most toddler classes students began studying 青青 kindergarten. Students had a year to adapt, compared to the pre-k and the toddlers class students, pre-k students have no manipulative problems. In order to install confidence in the parents of the Toddler classes, teachers felt it was important to keep a journal about each student documenting any classroom issues that may arise during a school day.
Key words: emotional labor、LINE、video surveillance cameras、teaching pressure

並列關鍵字

emotion labor

參考文獻

丁信中，孫自宜，張立東（2008）。職前幼教師的幼兒園戶外遊戲場環境安全認知能力之研究。

朱珊妮(2002)。一個幼稚園班級中親師溝通的探討。國立新竹師範學院，

江文慈（2009）。「和顏悅色」與「忍氣吞聲」的背後：國小教師情緒勞動的心理歷程。

江柏樹( 2014)。幼兒園教保服務人員工作壓力與身心健康之研究－以基隆市為例。

吳珍梅、程小蘋(2012)。幼教師對幼兒問題行為之覺知與輔導策略採行之探究。