以符號互動觀點探究托育服務之親師同理心品質

A Study about the Empathy Service Quality of Childcare Services with Symbolic Interaction

黃俐婷(Li-Ting Huang)

《聯合勸募論壇》 4期 (2014/02) Pp. 3-23

摘要

幼兒教師們參與托育服務的角色定位屬於情緒勞務專業，當幼兒教師們與家長溝通時，通常會面臨角色負荷與家長態度的挑戰，致使阻礙同理心服務品質的發揮。本研究以符號互動觀點為基礎，探討托育服務行動者如何透過不同的語言、文字符號與家長互動以達成服務品質同理心之目的？本研究以某一幼兒園為例進行個案研究法，資料收集主要採用機構內的文件、檔案紀錄與導引式個別訪談方式。在研究結果分析方面，本研究發現托育服務行動者與家長的主要互動類型包括舉證型的情感介入、教導型的情感介入、告知型的情感介入、連結型的情感介入等四類。本研究結論發現幼兒教師情感介入類型隱含著「符號差異性」、「文化差異性」；對於家長隱含著「個人歸因的評價解釋」、「母職相似性的偏見」。本研究建議，為了提升托育服務同理心的服務品質，實務意涵主要在於親師互動過程中「文字與語言符號深淺演出」、「提升角色取替的文化能力」、「環境歸因的擬情瞭解」、「保持理性的專業距離」。

關鍵字

托育服務 ； 符號互動 ； 情緒勞務 ； 服務品質 ； 同理心

並列摘要

As a participant in childcare services, preschool teachers belong to emotional labor professionals. When they communicate with parents, they always meet with some difficulties concerned with role strain and parental attitude. The difficulties will hinder the service quality of empathy. The purpose of this research is to explain about how the childcare actors interact with parents with the oral communication symbol and written communication symbol to promote the empathy of childcare service quality. The research applies the case study inquiry and uses the homogeneous sampling. The interviews are responded to by four childcare actors. The research also applies the illustrative analysis as the method of qualitative data analysis. The research results indicate the childcare actors', interaction with the parents includes ”illustrated emotional involvement”, ”instructive emotional involvement”, ”informative emotional involvement”, and ”linking emotional involvement.” It was found that kindergarten teachers' emotional involvement implied ”symbolic differences” and ”cultural differences”; while for parents, it implied ”the explanation of evaluation of personal attribute” and ”similarity bias of a mother's duty.” This study suggests that in order to promote the service quality of childcare service empathy, practical implications are mainly: ”text and linguistic symbols shades performances”, ”enhancing the cultural ability of role-taking”, ”hermeneutic understanding of situational attribute”; and ”maintaining a reasonable professional distance” in the process of parent-teacher interactions.

並列關鍵字

childcare service ； symbolic interaction ； emotional labor ； service quality ； empathy