屏東地區家長對課後托育滿意度之研究－以公立幼稚園課後留園服務為例

A Study on Satisfaction of the After-school Programs in Pingtung County－An Example of Public Kindergarten After-School Program

郭麗玲(Li-Ling Kuo)

指導教授 ： 王淑清

國立屏東科技大學/人文暨社會科學院/幼兒保育系所/碩士(2009年)

https://doi.org/10.6346/NPUST.2009.00099

摘要

本研究旨在了解屏東縣課後托育現況，並探討家長之滿意度。本研究使用問卷調查法，以屏東縣參與課後留園服務共44所公立幼稚園為研究範圍，調查工具為「屏東縣課後托育現況之問卷」及「屏東縣課後托育滿意度之問卷」，採取全面普查方式，以參與課後留園服務之學校行政人員、授課教師及幼童家長為研究對象，現況有效問卷共回收41份，滿意度有效問卷共回收484份。問卷資料輸入後以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析及scheffe’事後比較進行分析，研究結果發現：
一、學校行政人員及授課教師之年資近半數在16年以上，78％之受試者年齡在31-50歲之間。
二、參與課後留園服務幼童之家長其教育程度及職業大部分屬於中下階層，其中有80.2％接受補助。
三、課後留園服務辦理時間在週一至週五，多數園所只開一班，每班人數為11至15人，獲得補助之幼童以低收入戶最多，在原教室上課居多，較常進行生活教育與團體遊戲。
四、家長對於課後留園服務的滿意程度皆傾向高度滿意度。
五、不同教育程度家長在「支持系統」達顯著差異水準，經事後比較發現，中學學歷家長對課後托育滿意度高於大學以上學歷家長，中學學歷家長滿意度亦高於小學以下學歷家長，但在「行政與服務」、「環境與設備」、「課程與設計」、「態度與溝通」與總量表皆未達顯著差異水準。
六、不同補助身份家長在「環境與設備」達顯著差異水準，經事後比較發現，學校認可而受補助家長對課後托育滿意度高於外籍配偶家長。另外在「態度與溝通」亦達顯著差異水準，經事後比較發現學校認可而受補助家長對課後托育之滿意度高於具原住民身份家長，學校認可而受補助家長亦高於外籍配偶家長，但在「行政與服務」、「課程與設計」、「支持系統」與總量表上未達顯著差異水準。
七、不同稱謂、職業、家庭型態、家庭月總收入家長對課後托育滿意程度未達顯著差異水準。
八、不同上課天數之家長滿意度在「支持系統」上達顯著差異水準，上課四天的家長滿意度明顯高於上課五天的家長滿意度。其他在下課時間、班級人數、班級類型、教學方式及學校支援這五個變項中，課後托育之家長滿意度皆未達顯著差異水準。
研究建議如下：
一、課後留園服務時間應從四點開始，銜接正式課程之放學時間。
二、簡化學校申請課後留園服務行政流程，以免造成學校及教師更多行政工作。
三、降低補助標準，讓更多幼童受惠。
四、未來研究可擴大取樣範圍，利用個案、方案實驗研究或質性歷程分析進行課後托育研究，針對留園時段所進行之課程實施內容做更深入的觀察研究。

關鍵字

課後留園服務 ； 課後托育 ； 滿意度

並列摘要

This study aimed to understand the current status of the after-school childcare in Pingtung County and discuss the satisfaction of the parents. The questionnaire survey was conducted. 48 public kindergartens that participated in the after-school childcare service in Pingtung County were as the study range. “Questionnaire on the Current Status of the After-school Childcare in Pingtung County” and “Questionnaire on the Satisfaction to the After-school Childcare in Pingtung County” were applied, as the study tools, in the way of general census. The administration personnel, teachers and parents were the study subjects. A total of 41 effective “Questionnaire on the Current Status of the After-school Childcare in Pingtung County” were returned and 484 effective “Questionnaire on the Satisfaction to the After-school Childcare in Pingtung County” were returned. After the questionnaire data were entered, frequency distribution, percentage, mean, standard deviation, t test, one way ANOVA, and Scheffe’s test were used to analyze. The study results were stated as follows.
1. Almost a half of the school administrators and teachers were with a seniority that had lasted for more than sixteen years. 78% of the respondents were at the age from 30 to 50.
2. The education backgrounds and occupations of the parents of most children in the after-school childcare service were at the low level and 80.2% of those parents received the compensation.
3. The after-school childcare service was offered from Monday to Friday. In most kindergartens, there was merely one class. Each class was with 11-15 students. Most of the children that received the compensation were from low income families. Usually, the class was attended in the originally designated classroom. Living education and group play were the main activities.
4. The satisfaction of all the parents to the after-school childcare service was at or above the middle level.
5. With respect to “administration and service”, “environment and equipment”, “study program and design”, “attitude and communication”, and “overall scale”, there was no significant difference among the parents at different education levels. However, with respect to “support system”, there was significant difference among them. Through Scheffe’s test, it was found that the parents at the education degree of high school, compared with the parents at or above the education degree of university, were more satisfied with the after-school childcare service. Also, their satisfaction to the after-school childcare service was higher than that of the parents at or below the education degree of elementary school.
6. With respect to “administration and service”, “study program and design”, “support system”, and “overall scale”, there was no significant difference among the parents at different statuses for compensation. However, with respect to “environment and equipment”, and “attitude and communication”, there was significant difference among them. Through Scheffe’s test, it was found that the parents that were compensated with the certificates from the school, compared with the parents that were indigenes, were more satisfied with the after-school childcare service. Also, their satisfaction to the after-school childcare service was higher than that of the parents that were foreign spouses.
7. With respect to the satisfaction to the after-school childcare service, there was no significant difference among the parents with different titles, occupations, family types, and monthly family incomes.
The recommendations from this study were as follows.
1. To connect with the after-school schedule, the time of the after-school childcare service shall start at 16:00 P.M.
2. To avoid that the schools and teachers are loaded with more administration work, the administration procedure of the application for the after-school childcare service shall be simplified.
3. To favor more children, the compensation threshold shall be lowered.
4. For the future researches on after-school childcare service, it is recommended that the sampling range be extended, and the experiment study for cases or projects or the qualitative process analysis be conducted. And further study on the contents of the courses included in the after-school childcare service program is necessary.

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