臺灣地區公立學校附設幼兒園教保員工作壓力與幸福感之相關研究
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(2) 謝誌 回想研一，常拖著疲憊的身心走進教室，精神常無法集中，老師上課時，我宛如 鴨子聽雷，有聽沒懂，有幾次都燃起休學的念頭，幸好有親愛的教授、同學一路相伴 與鼓勵，今日才能寫此篇謝誌，心中的感動真是難以言喻。首先我要感謝我的指導教 授，可愛親切的明潔老師，你總是耐心、不辭辛勞的提攜與鼓勵我，沒有你駑鈍的我 無法完成論文，感謝您！每次見到姿儀教授，她總是慈祥溫暖的笑著說： 「美鳳，加油」 ； 而明昆教授也總是以肯定的語氣說：「需人幫忙發問卷，我幫你說」、並常說「美鳳你 可以的」 ；瑩慧、美惠、淑琴、珮 伃、淑惠教授，也將其寶貴的知識與資源傳授給我， 使我獲益良多，更重要的是對我的鼓勵與支持，我真的很感謝中教大的每位教授，你 們傳授寶貴的知識，增長我的智慧，你們的肯定與鼓勵，幫我找回自信與勇氣，雖然 只有兩年多的時光，但我卻是收穫滿滿！ 再來我要感謝我親愛的同學美秀不藏私、分享其統計學筆記與論文寫作法，愷芮 熱心分享軟體檔案及統計書，使我在寫論文時能得心應手，還有所有同學、學妹協助 發問卷；另外更要感謝，婉伶、小芬、郁甄協助在研習會場發問卷，而郁甄不但協助 發問卷,還將建立雲端問卷的方法告知我，使我藉此獲得更多問卷；最後要感謝教保合 作社的管理員協助張貼訊息及所有公立學校附設幼兒園教保員夥伴熱心協助填答問 卷，有你們的協助我才能完成此論文，我要在此向你們致上萬分感謝！ 最後我要感謝親愛的老公及兒女的支持與協助，辛苦你們了！這兩年來我專心自 己的課業，疏忽你們，感謝你們毫無怨言，還不斷的支持我。 最終，我要在此向生命中所有的貴人們，再次致謝，並說：有你們真好！. 陳美鳳 謹誌 一百零二年 十二月 I.
(3) II.
(4) 臺灣地區公立學校附設幼兒園教保員工作壓力 與幸福感之相關研究 陳美鳳 摘要 本研究主要目的在瞭解臺灣地區公立學校附設幼兒園教保員工作壓力與幸福感的 現況，並探討不同背景變項的教保員其在工作壓力與幸福感上的差異情形，最後分析 教保員的工作壓力及幸福感之相關性。本研究採用問卷調查法，以臺灣地區公立學校 附設幼兒園教保員為研究對象，發出 750 份問卷，回收有效問卷為 624 份。以自編「公 立學校附設幼兒園教保員工作壓力與幸福感之調查問卷」為研究工具。所得資料以描 述統計、t 檢定、單因子變異數分析、皮爾森積差相關及逐步多元迴歸分析等方法進 行統計分析。歸納研究結果如下: 一、教保員的整體工作壓力屬於中高程度，其三個層面之壓力感受由高至低依序 為「福利政策」、「工作負荷」、「人際關係」。教保員的整體幸福感屬於 中上程度，其三個層面之幸福感感受由高至低依序為「身心健康」、「工作 成就」、「生活滿意」。 二、不同年齡、婚姻狀況、工作內容的教保員在工作壓力各層面有顯著差異，而不同 工作地區、教育程度、有無教師證、園長證的教保員，在工作壓力各層面無顯著 差異。 三、不同年齡的教保員，在幸福感各層面有顯著差異，而不同工作地區、幼兒園班級 數、婚姻狀況之教保員，在幸福感各層面無顯著差異。 四、教保員在整體工作壓力與整體幸福感間，呈現顯著中度負相關。 五、教保員背景變項中之年齡、有無教師證，以及工作壓力中的「人際關係」、「福利 政策」、「工作負荷」層面，可對整體幸福感具有顯著的預測力。 根據研究結果提出建議，以供政府相關單位、公立學校附設幼兒園主任、教師、教保 員，及未來研究者參考。 關鍵字：公立學校附設幼兒園教保員、工作壓力、幸福感. III.
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(6) A study on Relationship between Work Stress and Well-Being for Educare Givers of Kindergarten in Public Schools in Taiwan Mei Feng Chen Abstract The major purpose of this study is to understand the present conditions of work stress and well-being for educare givers of public school kindergarten in Taiwan, and to discuss various situations of their work stress and well-being under different background. Finally, this study analyzes the relationship between work stress and well-being for educare givers. This study adopts survey method. The sample of the survey contains 750 questionnaires to educare givers of public school kindergartens in Taiwan, and receives 624 replies which are effective for analysis. The research instrument of the survey is an edited questionnaire named “The Work Stress and Well-Being of Educare Givers of Public School Kindergartens”. The statistic methods been used includes: descriptive statistics, t-test, one-way ANOVA, Pearson product-moment and multiple stepwise regression analysis. The conclusions of the study are as follows: 1. The overall work stress of educare givers is at middle-high level. The three levels of stress from high to low are: “Welfare Policy”, “Work Load”, and “Interpersonal Relationship”. The overall well-being of educare givers is at middle (a little higher) level. The levels of well-being from high to low are: “Physical and Mental Healthy”, “Work Achievement”, and “Life Satisfaction”. 2. There are significant variances in the educare givers with respect of work stress such. V.
(7) as different age, marital status, and jobs content. However, there is no significant variance with respect of work stress such as work location, academic background, having or no official teacher or principal certificates. 3. There are significant variances in the educare givers with respect of well-being such as different age. However, there is no significant variance with respect of well-being such as work location, number of classes, and marital status. 4. There is a significant and middle negative correlation between work stress and well-being among educare givers. 5. The variables of age, having or no teacher certificate, and interpersonal relationship, welfare policy, work load of work stress have significant forecast capability to the educare givers’overall well-being.. Finally, in accordance with the conclusion of this study, concrete suggestions are proposed for government authorities, the chief officers/teachers/educare givers of public school kindergarten, and for future study.. Key words: Educare giver of public school kindergarten, work stress, well-being.. VI.
(8) 目. 次. 謝誌 ····································································· Ⅰ 中文摘要 ································································· III 英文摘要 ································································· V 目次 ···································································· VII 目錄 ···································································· VII 表目錄 ··································································· X 圖目錄 ·································································· XV. 目. 錄. 第一章 緒論 ·················································· 1 第一節. 研究背景與動機 ················································· 1. 第二節. 研究目的與研究問題 ············································· 6. 第三節. 名詞釋義 ······················································· 8. 第四節. 研究範圍與限制 ················································ 11. 第二章 文獻探討··········································· 13 第一節. 公立學校附設幼兒園教保員福利政策 ······························ 13. 第二節. 工作壓力 ······················································ 23. 第三節. 幸福感 ························································ 55. 第四節. 工作壓力與幸福感之相關研究 ···································· 74. VII.
(9) 第三章 研究設計與實施 ····································· 77 第一節. 研究架構 ····················································· 77. 第二節. 研究對象與取樣方法 ··········································· 81. 第三節. 研究工具 ····················································· 87. 第四節. 研究步驟與流程 ··············································· 112. 第五節. 資料處理與分析 ··············································· 115. 第四章 研究結果與討論 ······································ 119 第一節. 臺灣地區公立學校附設幼兒園教保員工作壓力及幸福感之現況分析 ··· 119. 第二節. 公立學校附設幼兒園教保員之背景變項在工作壓力之差異分析 ······· 135. 第三節. 公立學校附設幼兒園教保員之背景變項在幸福感之差異分析 ········· 155. 第四節. 公立學校附設幼兒園教保員之工作壓力與幸福感相關分析 ··········· 172. 第五節. 公立學校附設幼兒園教保員之個人背景變項與工作壓力分面向對幸福感 的預測力分析 ················································· 174. 第五章 結論與建議 ········································· 187 第一節. 結論 ························································· 187. 第二節. 建議 ························································· 192. 參考文獻 ··················································· 196 一、 中文部分 ························································ 196 二、 英文部分 ························································ 205. VIII.
(10) 附錄 ······················································ 207 附錄一 專家意見彙整表 ················································ 207 附錄二 預試問卷 ······················································ 212 附錄三 正式問卷 ······················································ 216 附錄四 開放性問題整理 ················································ 220. IX.
(11) 表. 目. 錄. 表 2-1-1. 公立學校附設幼兒園教保員之福利政策適用法規 ············································ 14. 表 2-1-2. 公立學校附設幼兒園教師與教保員之福利政策差異比較 ································ 18. 表 2-2-1. 國內學者針對教師工作壓力所提出之定義 ························································ 24. 表 2-2-2. 國內外學者研究教保服務人員工作壓力來源 ···················································· 31. 表 2-2-3. 國內外學者對教保服務人員工作壓力來源彙整表 ············································ 34. 表 2-2-4. 教保服務人員服務之幼兒園班級數與其工作壓力之相關研究 ························ 39. 表 2-2-5. 教保服務人員之教保工作年資與其工作壓力之相關研究 ································ 41. 表 2-2-6. 教保服務人員之年齡與其工作壓力之相關研究 ················································ 43. 表 2-2-7. 教保服務人員之教育程度與其工作壓力之相關研究 ········································ 46. 表 2-2-8. 教保服務人員之婚姻狀況與其工作壓力之相關研究 ········································ 49. 表 2-2-9. 教保服務人員之證照與其工作壓力之相關研究 ················································ 51. 表 2-2-10 教保服務人員之工作內容與其工作壓力之相關研究 ········································ 53 表 2-3-1. 國內外學者幸福感之定義 ···················································································· 56. 表 2-3-2. 幸福感理論對照表 ································································································ 59. 表 2-3-3. 國內學者研究影響教師幸福感因素之因素 ························································ 61. 表 2-3-4. 國內學者研究影響教師幸福感之因素彙整表 ···················································· 62. 表 2-3-5. 教保服務人員之工作地區與其幸福感之相關研究 ············································ 64. 表 2-3-6. 教保服務人員服務之幼兒園班級數與其幸福感知相關研究 ···························· 65. 表 2-3-7. 教保服務人員之教保工作年資與其幸福感之相關研究 ···································· 67. 表 2-3-8. 教保服務人員之年齡與其幸福感之相關研究 ···················································· 68. 表 2-3-9. 教保服務人員之教育程度與其幸福感之相關研究 ············································ 70. 表 2-3-10 教保服務人員之婚姻狀況與其幸福感之相關研究 ············································ 71 表 2-3-11 教保服務人員之工作內容與其幸福感之相關研究 ············································ 73. X.
(12) 表 2-4-1. 工作壓力與幸福感之相關研究 ············································································ 75. 表 3-2-1. 預試問卷發放與回收情形 ···················································································· 82. 表 3-2-2. 臺灣地區公立學校附設幼兒園統計表 ································································ 84. 表 3-2-3. 取樣標準對照表 ···································································································· 86. 表 3-2-4. 正式問卷發放與回收情形 ···················································································· 86. 表 3-3-1. 公立學校附設幼兒園教保員工作壓力與幸福感問卷填答說明 ······················ 87. 表 3-3-2. 審查問卷之專家效度名錄 ···················································································· 89. 表 3-3-3. 審查問卷之業界專家效度名錄 ·········································································· 90. 表 3-3-5. 公立學校附設幼兒園教保員工作壓力量表之項目分析結果摘要 ······················ 92. 表 3-3-5. 公立學校附設幼兒園教保員幸福感量表之項目分析結果摘要 ·························· 96. 表 3-3-6. 公立學校附設幼兒園教保員工作壓力量表刪題前後之建構效度 ···················· 99. 表 3-3-7. 公立學校附設幼兒園教保員工作壓力量表之因素分析結果 ···························· 100. 表 3-3-8. 公立學校附設幼兒園教保員幸福感量表刪題前後之建構效度 ······················ 102. 表 3-3-9. 公立學校附設幼兒園教保員幸福感量表之因素分析結果摘要 ························ 103. 表 3-3-10 公立學校附設幼兒園教保員工作壓力量表刪題前後之信度 ·························· 105 表 3-3-11 公立學校附設幼兒園教保員幸福感量表刪題前後之信度 ······························ 105 表 3-3-12 正式問卷與預試問卷題數比較明細 ································································ 106 表 3-3-13 公立學校附設幼兒園教保員之工作壓力量表正式問卷內容之明細 ············ 107 表 3-3-14 公立學校附設幼兒園教保員之幸福感量表正式問卷內容之明細 ················ 109 表 3-3-15 工作壓力量表預試問卷與正式問卷信度分析比較 ········································ 111 表 3-3-16 工作壓力量表預試問卷與正式問卷信度分析比較 ········································ 111 表 3-5-1. 研究目的、研究問題及統計方法摘要 ···························································· 117. 表 4-1-1. 公立學校附設幼兒園教保員背景資料分析 ···················································· 122. 表 4-1-2. 公立學校附設幼兒園教保員工作壓力總量表及其分量表得分情形 ·············· 124. XI.
(13) 表 4-1-3. 公立學校附設幼兒園教保員「工作壓力」總量表及其分量表各題項分 析摘要 ················································································································ 127. 表 4-1-4. 公立學校附設幼兒園教保員幸福感總量表及分量表得分情形 ······················ 130. 表 4-1-5. 公立學校附設幼兒園教保員「幸福感」總量表及其分量表各題項分 析摘要 ················································································································ 132. 表 4-2-1 不同「工作地區」之教保員在工作壓力總量表及其分面向差異比較之變 異數分析摘要 ········································································································ 136 表 4-2-2 「班級數」不同之教保員在工作壓力總量表及其分面向差異比較之變異 數分析摘要 ·········································································································· 138 表 4-2-3 不同「教保工作年資」之教保員在工作壓力總量表及其分面向差異比較 之變異數分析摘要 ······························································································ 141 表 4-2-4 不同「年齡」之教保員在工作壓力總量表及其分面向差異比較之變異數 分析摘要 ·············································································································· 145 表 4-2-5 不同「教育程度」之教保員在工作壓力總量表及其分面向差異比較之獨 立 t 檢定摘要 ······································································································ 146 表 4-2-6 「婚姻」狀況不同之教保員在工作壓力總量表及其分面向差異比較之獨 立 t 檢定摘要 ······································································································ 147 表 4-2-7 不同「證照」之教保員在工作壓力總量表及其分面向差異比較之變異數 分析摘要 ·············································································································· 149 表 4-2-8 「工作內容」不同之教保員在工作壓力總量表及其分面向差異比較之變 異數分析摘要 ······································································································ 152 表 4-2-9 教保員背景變項在工作壓力總量表及其分量表差異情形ㄧ覽表 ···················· 154 表 4-3-1 不同「工作地區」之教保員在幸福感總量表及其分面向差異比較之變異 數分析摘要 ·········································································································· 156. XII.
(14) 表 4-3-2 「班級數」不同之教保員在幸福感總量表及其分面向差異比較之變異數 分析摘要 ·············································································································· 158 表 4-3-3 不同「教保工作年資」之教保員在幸福感總量表及其分面向差異比較之 變異數分析摘要 ·································································································· 160 表 4-3-4 不同「年齡」之教保員在幸福感總量表及其分面向差異比較之變異數分 析摘要 ·················································································································· 163 表 4-3-5 不同「教育程度」之教保員在幸福感總量表及其分面向差異比較之獨立 t 檢定摘要 ··········································································································· 164 表 4-3-6 「婚姻」狀況不同之教保員在幸福感總量表及其分面向差異比較之獨立 t 檢定摘要 ··········································································································· 165 表 4-3-7 不同「證照」之教保員在幸福感總量表及其分面向差異比較之變異數分 析摘要 ·················································································································· 167 表 4-3-8 「工作內容」不同之教保員在幸福感總量表及其分面向差異比較之變異 數分析摘要 ·········································································································· 169 表 4-3-9 教保員背景變項在幸福感總量表及分量表差異情形ㄧ覽表 ···························· 171 表 4-4-1 公立學校附設幼兒園教保員之工作壓力與幸福感相關分析 ···························· 173 表4-5-1 公立學校附設幼兒園教保員個人背景變項與工作壓力分面向對幸福感生活滿意度之逐步回歸分析摘要 ········································································ 178 表4-5-2 公立學校附設幼兒園教保員個人背景變項與工作壓力分面向對幸福感工作成就感之逐步回歸分析摘要 ········································································ 179 表4-5-3 公立學校附設幼兒園教保員個人背景變項與工作壓力分面向對幸福感身心健康之逐步回歸分析摘要 ············································································ 181 表4-5-4 公立學校附設幼兒園教保員個人背景變項與工作壓力分面向對整體 幸福感之逐步回歸分析摘要 ················································································ 182. XIII.
(15) 表4-5-5 公立學校附設幼兒園教保員個人背景變項與工作壓力分面向對整體 幸福感及其分量表之逐步回歸預測顯著水準統整表 ········································ 185. XIV.
(16) 圖. 目. 錄. 圖 2-2-1 情緒狀態與工作表現關係圖 ················································································ 29 圖 3-1-1 研究架構圖 ············································································································ 80 圖 3-4-1 研究實施流程圖 ·································································································· 112. XV.
(17) 第一章. 緒論. 本研究在暸解臺灣地區公立學校附設幼兒園教保員工作壓力與幸福感之現況，並 探究臺灣地區公立學校附設幼兒園教保員工作壓力與幸福感之相關性。本章共分為四 節：第一節為研究背景與動機；第二節則根據動機擬定研究目的與研究問題；第三節 為名詞釋義；第四節為研究範圍與限制。. 第一節 研究背景與動機 一、研究背景與動機 （一）研究背景 現代社會充斥著忙與茫，在追求經濟與個人成長下每個人大多背負著壓力。壓力 一詞在現代社會中，已是一個常見名詞，學生有升學壓力、父母有管教壓力、上班族 有工作壓力，教師有工作負荷、人際關係、班級教學（ 郭麗錦，2007；洪晴萱，2006； 陳若蕾，2005）……等壓力，每個人都有屬於自己角色的壓力；壓力對人只有產生負 向結果嗎？答案顯然是否定的，工作壓力不一定會造成負向結果，只有在過高或過低 時才會造成負向的壓力結果（洪含詩，2006）。適度的壓力如同適度的運動與健康的 飲食，使生命更健康、更有活力（陳永儀，2007）。適度的壓力如同推進器，使人不 怠惰生活更充實，相對的，過度的壓力使人如同受到強力拍打的球，產生強烈不適的 反抗情緒。長期過度的壓力使人如同彈性疲乏的橡皮喪失適應力，身心耗竭失去健康 與自我（葉重新，2000）。 近年台灣持續經濟不景氣，物價飛漲，不少國人感到相當鬱卒，使幸福感議題受 到關注，成為社會熱門議題之一。世界經濟合作與發展組織在 2012 年 6-7 月，依坎特 里爾階梯量表（0～10 分），所做的蓋洛普世界民意調查（Gallup World Poll）調查結. 1.
(18) 果發現，我國人在主觀幸福感「自評生活狀況」之平均得分為 6.1 分，然主觀幸福感 存在文化偏差，爰此，我國行政院主計總處於 2012 年 10 月辦類似調查，調查結果顯 示，國人在主觀幸福感「自評生活狀況」平均分為 5.2 分（行政院主計總處，2013）。 民意調查中心（2012），亦以滿分為 10 分的方式計算，在其幸福指數調查中顯示，國 人平均幸福感為 6.3 分，軍公教人員幸福指數高藍領勞工 1.1 分，由此調查顯現國人幸 福感剛好在及格邊緣，學生的幸福指數最高，其次為軍公教人員，且經濟壓力及健康 狀況對國人幸福感受影響力較大。行政院主計總處（2013）在國民幸福指數調查資料 中顯示，我國 2012 年青年失業率為 12.7％，為整體失業率的 3 倍，就業率則為 63％。 以滿分為 10 分來看，我國就業容易度只有 3.6 分，顯示國人找工作並不容易，且目前 大學畢業平均薪資約為 2.2 萬（民意調查中心，2012）。 臺灣整個教育環境、社會現象和以往不同（劉雅惠，2011）。 隨著時代的變遷與 進步，我國幼兒教育制度原為托兒所與幼稚園並行，由社會福利與教育行政部門分別 管轄，在此雙頭馬車的制度下，產生一國兩制之幼托怪象（顏士程，2011），實有整 合之必要性，1997 年當時之行政院院長蕭萬長於 12 月 4 日行政院院會提示幼托整合 事項，在歷經 14 年的推動，幼兒教育及照顧法（2013）終於在 2011 年三讀通過，並 於 2012 年 1 月 1 日正式實施，然因其匆促實施導致相關配套措施不夠完備（林佳龍， 2012），在此情況下雖然統一了幼兒園名稱、行政管理單位、收托年齡，但存在已久 的師資問題不但未解決，還產生更多的問題，例如：教保服務人員的配制、師資階級 化、同工不同酬……等問題。 （二）研究動機 本研究之研究對象公立學校附設幼兒園教保員，是為符合因應幼兒教育及照顧法 （2013）之要求，而在 2012 年 8 月才開始於公立學校附設幼兒園新增置之教保服務人 員，因此目前在職之公立學校附設幼兒園教保員，擔任此職務的工作時間尚未滿一年， 研究者於 2012 年 10 月至 2013 年 4 月針對公立學校附設幼兒園教保員議題進行文獻搜. 2.
(19) 尋，發現其相關適用文獻極為有限，應有其探討空間，加上研究者本身即是公立學校 附設幼兒園教保員，亦對教保員議題很有興趣，因而引發了研究者的研究動機。 本研究之研究對象公立學校附設幼兒園教保員，乃為因應幼托整合而增置的，非 教師、非行政人員、因此定位模糊，依規定其角色為協助園主任（教育部，2012） ，讓 園主任可以維持其教保工作品質。研究者在多次研習時與其他教保員同儕分享討論工 作心得及觀察 facebook 網路平台「教保合作社」中所發表文章，發現有公立學校附設 幼兒園教保員淪為公立學校附設幼兒園教師的助理員、雜工或清潔工，無法在幼兒教 學及保育上發揮其專業才能，為幼兒教育奉獻心力。然是所有公立學校附設幼兒園教 保員感受都相同嗎？因此研究者欲藉此研究瞭解公立學校附設幼兒園教保員工作壓力 現況？公立學校附設幼兒園教保員工作壓力來自哪裡？其工作壓力是合宜或過度呢？ 快樂是幸福的關鍵，快樂是短暫的、是物質或心一時的滿足，幸福則是心靈高層 次、長時間的快樂與感動（郭乃嘉譯，2007） 。渴望幸福是人之天性（黃遠文，2010）。 在失業率居高且薪資低廉的年代，這群通過各縣市政府教育局甄選考試，薪資 3.4 萬 且在公立學校附設幼兒園工作的教保員，其在基本物質生活無虞，且每天可與天真可 愛的幼兒相處的情況下，幸福指數為何呢？會是具有高幸福感的一群嗎？研究者欲藉 此研究瞭解公立學校附設幼兒園教保員之幸福感現況？ 在文獻整理與分析中，發現探討工作壓力時，年齡、婚姻狀況、教育程度、年資 經常被列為影響工作壓力感受之重要變項（歐陽麗雲，2012；林怡菁，2010；馬文華， 2006） 。林芳菁（2009）研究發現幼兒教師工作壓力會因不同背景因素而有顯著差異， 但同時也發現幼兒教師工作壓力不會受教育程度差異影響。然張嘉容（2012）針對金 門縣幼稚園教師的研究結果發現，不同學歷、兼任不同行政工作、不同班級規模幼稚 園及幼稚園所處鄉鎮等四個背景變項，在幼稚園教師角色壓力上達到顯著差異。學前 教師年齡、年資與工作壓力大致具顯著相關（高旭繁、陸洛，2011；歐慧敏、曾玉芬， 2009；林芳菁 2009） ，多數研究發現年輕幼稚園教師工作壓力感受較為強烈（林心怡，. 3.
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