幼兒園園長與教師溝通行為在幼兒園組織氣氛上之研究-以台中市為例

本研究旨在探討幼兒園園長與教師在溝通行為上慣用的模式，對幼兒園組織氣氛影響的現況，從中了解幼兒園園長與教師之間的溝通歷程及現況；其溝通行為的優、缺點及其可能遭遇的困境；和瞭解幼兒園組織氣氛的現況，以及瞭解幼兒園園長、教師溝通行為與組織氣氛之關係。為達到上述研究目的，本研究以台中市公、私立幼兒園之園長與教師共六位為研究對象。採質性研究法，運用文獻分析、深度訪談、錄音及研究日誌等方式，與蒐集有關資料並進行分析，經由歸納並提出研究結果如下：一、在語言溝通類型上，面對面口語為園長與教師最常使用的媒介，少以電子郵件溝通；在非語言溝通類型上，較常出現的為聲音變化和臉部表情，最少表現出來的是肢體動作。二、溝通者會依溝通需求而選擇溝通的類型與媒介，所使用的溝通類型與媒介並非影響組織氣氛類型的主要原因，但談話內容及表情的解讀會直接影響到組織氣氛的類型。三、幼兒園溝通行為的現況為園長溝通的主動性高於教師；教師溝通的動機較低，需經由園長的主動溝通才會進行溝通。四、雙方的文化背景、價值觀、認知觀點、傳遞訊息的完整性、時空和階層的差異，造成溝通阻礙之因素；溝通後需確認想法的一致性，遇溝通阻礙時，需想出解決的辦法。五、幼兒園的組織氣氛現況，會受園長與教師的互動行為而產生正、負面的影響。六、有助於優質的組織氣氛類型為：開放型氣氛、投入型氣氛、親和型氣氛。對組織氣氛類型有不良影響的有：封閉型氣氛、疏離型氣氛、控制型氣氛。本研究的結果及發現可提供幼教工作者，能以優質的溝通行為，形塑良好的幼兒園組織氣氛，以做為幼兒園園長與教師之啟示與運用。

關鍵字

溝通行為；幼兒園組織氣氛

並列摘要

The purpose of this study is to investigate the habitual mode of communication of the Preschool principals and teachers on the current situation of Preschool organization atmosphere, thereby gaining an insight into the course of communication between Preschool principals and teachers and the current situation, the advantages and disadvantages of communication behaviors and possible plights encountered, as well as an insight into the current situation of the Preschool organization atmosphere and the correlations among Preschool principals, teacher communication behavior, and organization atmosphere. In order to achieve the above research purpose, this study adopted six principals and teachers from public and private Preschool in Taichung City as research participants. The qualitative research method was employed. Through literature analysis, in-depth interviews, recordings, and research log, relevant data were collected for analysis. The summarized research results are as follows: 1.In terms of language communication types, face-to-face spoken language is the most commonly used medium for the principals and teachers, while communication via email is rare; in terms of non-language communication types, voice changes and facial expressions are more common, while physical movements are less manifested. 2.Communicators select a communication type and media based on their communication needs, but the communication type and media are not the main reasons affecting the organization atmosphere type although conversation content and interpretation of facial expressions directly affect the organization atmosphere type. 3.The current situation of Preschool communication behaviors is that the principals’ initiative to communicate is higher than that of the teachers; the teachers’ communication motives are lower, usually carried out through the principal’s initiative to communicate. 4.The cultural background, values, cognitive perspective, information conveyance completeness, time and space and hierarchy differences constitute factors for communication obstacles; after communicating, consistency in thoughts must be confirmed. When communication obstacles are encountered, they must come up with solutions. 5.The current situation of the Preschool organization atmosphere produce positive and negative impacts arising from the principals and teachers’ interactive behaviors. 6.Those conducive to high-quality organization atmosphere types are: open atmosphere, involvement atmosphere, and friendly atmosphere; those with adverse impacts on organization atmosphere types are: closed atmosphere, alienated atmosphere, and controlled atmosphere. Preschool educators can shape a sound Preschool organization atmosphere through high-quality communication behaviors, which shall serve as an inspiration for and application by Preschool principals and teachers.