國小附幼教保員之職場感受及影響因素

Educare Givers9 Work-related Perceptions and Factors that Affect Their Perceptions at Affiliated Public Preschools

自實施《幼兒教育及照顧法》後，在國小附設幼兒園（簡稱國 小附幼）中新增「教保員」一職，由於是新職位，在教育現場產生 相當多的問題。本研究主要的目的即在探究國小附幼教保員之職場 感受以及影響因素。主要研究問題為：（1)國小附幼教保員之職場 感受為何？ (2)影響此職場感受的因素為何？本研究主要探質性 研究的敍事性研究路徑進行。資料收集主以半結構訪談方式進行， 抽樣對象為高屏地區之教保員。首先，依據不同之個人背景變項、 幼兒園變項及工作經歷之差異做為準則抽樣十位教保員進行訪談 ;初步資料分析後再探用「確認性探樣」抽選十位教保員訪談，總 計訪談二十位教保員。資料分析為探用詮釋主義的方式，以對現象 產生理解，並發展初步理論。研究結果發現教保員的職場感受普遍 負向，教保員覺得自己在園内的定位模糊、工作内容像打雜、規定 混亂無所適從、被看低不受尊重及沒有自主權。影響教保員職場感 受的因素包括：（1 )參照比較對象；（2)工作分派程序正義；（3 )組織内之互動態度及方式；及（4)個人詮釋。文末，研究者運 用了社會比較、參照群體及公平理論來討論這些影響因素的交互關 係，並針對目前教保員的職場感受提出實務、政策及未來研究之建 議。

After implementation of the ＂Early Childhood Education and Care Act，＂ a new position - educare giver - was created in public preschools. Because it is still at the early stage， a great number of problems have emerged. The main purpose of this study is to explore the feelings of educare givers at the workplace and the factors that affect their workplace experience. The study adopted the narrative path of qualitative research studies sampling educare givers from the Kaohsiung and Pingtung areas. A total of twenty educare givers participated in in-depth interviews. The first ten educare givers were selected based on differences in their personal backgrounds， preschool variables， and work experience. The rest of the research participants were selected by confirmatory sampling. Main methods of data collection using semi-structured interviews were conducted. Data analysis focuses mainly on presenting the educare givers? work-related perceptions using interpretivism to understand the phenomenon. The findings reveal that educare givers5 work-related perceptions are: (1) ambiguous identity; (2) unclear job content; (3) unclear knowledge of regulations; (3) lack of respect; and (4) lack of work autonomy. The factors that affect their perceptions include: (1) reference group and subject; (2) the fairness of work assigned; (3) the attitude and way of organization interaction; and (4) personal interpretation. At the end， the researchers used the social comparison， reference group theory， and justice theory to discuss the interaction between these factors and provided suggestions for practices， policies， and future research.