南部地區學前特殊教育人員自我效能與工作表現之相關研究

A Study on The Relationship Between Self-Efficacy and Job Performance of Early Childhood Special Educators in Southern Taiwan

本文旨在探討學前特殊教育人員的自我效能與工作表現之間的關聯，以及不同背景學前特殊教育人員的自我效能與工作表現之差異。自編信、效度良好的「學前特殊教育人員自我效能量表」、「學前特殊教育人員工作表現評量表」，作為自我效能與工作表現的評量工具，抽取175名南部地區學前特殊教育人員，進行實地問卷調查，蒐集所得實證資料經驗證性因素分析、變異數分析、結構方程模式分析之後，發現學前特殊教育人員的自我效能包含一般效能、特殊效能兩構面，工作表現包含角色內行為、角色外行為兩構面，而學前特殊教育人員一般效能高於特殊效能，學前特殊教育人員的角色內行為表現優於角色外行為表現，年輕、具特教專業背景、任職專門提供特教服務機構的學前特殊教育人員自我效能較高，資深、具特教專業背景、任職鄉村地區的學前特殊教育人員工作表現較優，排除背景變項可能的干擾之後，學前特殊教育人員的自我效能顯著影響其工作表現。研究者根據研究發現對學前特殊教育人員的人力資源管理以及未來研究提出相關建議。

The main purpose of this study was to explore relationship between self-efficacy and job performance of early childhood special educators. First, in order to reveal the relationship between self-efficacy and job-performance of early childhood special educators, both 'Early Childhood Special Educators' Self-Efficacy Scale' and 'Early Childhood Special Educators' Job-Performance Scale' were designed. In addition to, those special educators' background variables affecting both self-efficacy and job-performance would be explored. The approach of questionnaire survey was employed to investigate 175 early childhood special educators in Southern Taiwan. The data was collected and analyzed statistically with 5 approaches to deliver some significant results concerning the relationship of both self-efficacy and job performance of early childhood special educators. The findings will give helpful information to early childhood care and special education institutions concerning personnel resource management and future study.