專業成長與教學效能關係之研究

The Relationships among Social Capital, Job Embeddedness, and Intention to Stay: The Case of the Preschool Educators in New Taipei City

本研究目的為探討新北市幼兒園教保服務人員的社會資本、工作鑲嵌與留任意願之關係，採問卷調査法蒐集資料，共回收有效問卷337份。研究結果顯示，社會資本與工作鑲嵌、留任意願之間均存在顯著正向關係，且工作鑲嵌亦對留任意願具有正向影響。在社會資本構面中，以認知資本對工作鑲嵌與留任意願的預測力最強；在工作鑲嵌構面中，以犧牲構面對留任意願的影響最大。研究結果可作為教育機構提升教保人員穩定性與留任率之參考依據。

This study aims to explore the relationships among social capital, job embeddedness, and retention intention of early childhood educators in New Taipei City. A total of 337 valid responses were collected through a questionnaire survey. The findings revealed significant positive relationships between social capital and both job embeddedness and retention intention. Furthermore, job embeddedness also showed a significant positive effect on retention intention. Among the dimensions of social capital, cognitive capital demonstrated the strongest predictive power for both job embeddedness and retention intention. In terms of job embeddedness, the sacrifice dimension had the greatest influence on retention intention. These results provide valuable implications for educational institutions seeking to enhance workforce stability and improve retention among early childhood educators.