教保服務人員的正念教學、正向師生關係和工作幸福感的關聯

The Relations among Mindfulness in Teaching, Positive Teacher-Child Relationship, and Job-Related Well-Being in Preschool Educators

本研究主要探討教保服務人員的正念教學、正向師生關係和工作幸福感的關聯，以311位來自臺灣彰化以北的公立幼兒園、非營利幼兒園、私立幼兒園、或職場互助教保服務中心的教師和教保員為研究對象，透過問卷方式進行研究資料蒐集。研究工具包含教保服務人員「正念教學量表」、「正向師生關係量表」、「工作幸福感量表」和基本資料，所得資料經敘述性統計、皮爾森積差相關以及階層迴歸統計分析等，研究結果如下：幼兒園教保服務人員經常保有正念教學、知覺與班級幼兒之間有良好的正向師生關係和教保服務人員經常感受到工作幸福感；由相關分析得知，教保服務人員的正念教學、正向師生關係和工作幸福感的變項，兩兩之間都有顯著低中度正相關；由迴歸分析發現，所有變項對教保服務人員的工作幸福感具有32%的解釋力，其中教保服務人員的年齡、在正念教學的個人正念和人際正念是預測幼兒園教保服務人員工作幸福感的顯著因素。

This study examined the relations among mindfulness in teaching, positive teacher-child relationship and job-related well-being in preschool educators. The study was conducted with 311 preschool educators from public preschools, non-profit preschools, private preschools, and workplace cooperative educare service centers in the counties and cities north of Changhua, Taiwan. Data collection was conducted through a survey of questionnaires. The research tools included the mindfulness in teaching scale, positive teacher-child relationship scale, the job-related well-being scale and background information for preschool educators. The results of this study were analyzed by using SPSS 23.0 software and were as followed. The preschool educators who participated in this study often performed positively in mindful teaching. Most of the preschool educators in this study perceived positive teacher-child relationships with young children in their classes. The job-related well-being of the participating preschool educators was above average. The correlation results showed that the mindfulness in teaching, positive teacher-child relationship and job-related well-being were significantly and positively correlated. The regression results indicated that all of the variables explained 32% variance of overall job-related well-being. Especially, age, personal and interpersonal mindfulness in teaching were significant predictors of the job-related well-being among preschooler educators.