托兒所教師任教意願與個人背景因素之探討

The Relationship between Teaching Willingness andBackground Experience among Teachers in Preschool

本研究旨在探討托兒所教師任教意願之現況，並比較不同背景變項的托兒所教師在任教意願上的差異情形。主要研究工具為研究者自編之問卷調查，作為蒐集量化資料的工具，並以屏東縣558 位托兒所教師為研究對象。將研究所得結果以描述性統計、獨立樣本t 考驗及單因子變異數分析等統計方法加以分析。根據資料分析結果，本研究所得的結論如下: 1、整體而言，托兒所教師的任教意願，得分情形趨近中等程度。2、在托兒所教師自評任教意願的各層面上，依平均數高低排列，由高至低依序為：「工作發展」、「工作安定」、「工作認知」、「工作意向」及「工作報酬」。3、「任教年資」、「園所類型」及「師生比例」對托兒所教師的任教意願有顯著差異。最後，研究者根據本研究的結果提出若干建議，以供學前教育機構參考。

The purposes of this study were to investigate the teaching willingness ofteachers in preschool settings and the differences based on their backgroundvariables. A sample of 558 teachers were selected for this study in Ping-Tung.Data gathered were analyzed through descriptive statistics， t-test， and one-wayANOVA. The results of this study are shown as follows: 1. Generally， thepreschool teachers were moderate on teaching willingness. 2. The overall meanvalue of the five willingness areas in the teachers’ perceptions were rated asfollows: job development， job stability， job cognition， job intention， and jobreward. 3. Different kinds of teachers’ background， including teaching years，school type， and teacher-student ratio have significant difference on teachingwillingness of teachers. According to the study outcomes， some suggestionswere as references for preschool settings.