幼兒園教保服務人員組織學習量表建構

本研究旨在編製具有良好信、效度且適合教保服務機構使用的幼兒園教保服務人員組織學習量表，編製過程探究組織學習理論內涵、定義，擬定初稿由「產、官、學」專家代表共七位進行專家效度檢核，編製成具備內容效度之預試量表。進而隨機抽取中部地區182份有效預試問卷進行小樣本施測預試，刪除鑑別度低之題項，編製成正式量表。為建立信效度，以全臺灣教保服務人員比率分配抽樣858位施測對象，於2018年6月21日至7月13日實施調查，取得444份有效問卷（51.75%）進行分析，經考驗本量表高低分組獨立樣本t檢定達顯著性差異，信度Cronbach’s α係數值為.937，架構符合理論模式，研究結果如下：一、幼兒園教保服務人員組織學習內涵包括：有目標的蒐集整合資訊、有系統的進行因果分析、有共識的實施交流互動、有效率的促進團隊成長。二、幼兒園教保服務人員組織學習量表包括：資訊蒐集、系統思考、溝通交流與團隊學習等四個構面且具備內容效度。三、編製完成之幼兒園教保服務人員組織學習量表共4構面19題問項，由項目分析與因素分析考驗具備建構效度與良好信度。　　最後根據本研究編製之幼兒園教保服務人員組織學習量表，對幼兒園與教保服務人員提出若干建議。

關鍵字

教保服務人員；組織學習；量表編製

並列摘要

The purpose of this study is to develop a reliable and validity scale for measuring organizational learning of preschool educators. During the process of development, the theory, connotation, and definition of organizational learning were studied before making a draft, with validity of which being examined by seven experts in industry, government, and academy, and finally developed a reliable and valid measurement scale. Followed by testing and removing items with poorer discrimination index from the 182 effective random samples taken from Taiwan’s central cities, a formal measurement scale was created. To validate the measurement scale, a survey applying proportional allocation sampling was conducted among 858 preschool educators across Taiwan during June 21 through July 13, 2018. Based on the 444 responses (51.75% response rate), the analysis showed a distinct difference between the high score and low score group after carrying out independent sample t test on the measurement scale. With Cronbach's alpha on a scale of 0.937, the structure meets the theoretical model. The result of this research is as follows: 1. The connotation of organizational learning for preschool educators includes collect and organize information purposely, analyze causes and effects systematically, communicate and interact with each other with consensus, and improve team performance effectively. 2. The measurement scale for organizational learning of preschool educators has four dimensions including information collection, systematic thinking, communication and sharing, and group learning. The measurement scale also has good content validity. 3. The developed measured scale for organizational learning of preschool educators contains four dimensions and nineteen items that have been proven content valid and construct valid after being assessed by item analysis and factor analysis. 　　Finally, according to the study construct organizational learning scale for preschool educators, to preschool and the preschool educators a number of ecommendations.