公立幼兒園教師工作壓力對教室內裝設監視器之認同與主觀評價影響之研究

A Study on the Impact of Public Kindergarten Teachers’ Work Stress on Their Acceptance and Subjective Evaluation to Install CCTVs in Classrooms

本研究旨在探討臺北市公立幼兒園教師工作壓力與在教室內裝設監視器之認同程度與主觀評價的關係。其中，教師工作壓力是一種長期持續性的存在，應被假設為教師的認知基礎。而教師對於教室內裝設監視器的認同程度與主觀評價則是在長期的工作壓力下的認知心理反應，應被假設為因果關係中的「結果」。雖然此種假設不同於目前文獻的主要論述，但在本研究的實證結果中獲得了支持。本研究以臺北市公立幼兒園教師為研究對象，以網路問卷方式進行調查，並使用結構方程模型與多元線性迴歸進行分析。實證結果顯示，親師溝通壓力的確是影響教師對於教室內裝設監視器的認同程度、主觀評價以及真實壓力感受的關鍵因素（原因），此結果可呼應目前文獻強調親師溝通關係的重要性。更重要的是，本研究發現教師在教室內尚未裝設監視器之前，可能會因為預期心理而對於教室內裝設監視器產生相對較多的負向評價與較低的裝設意願，但是教師對於教室內裝設監視器的負向評價與低裝設意願會在教室內實際裝設監視器之後產生顯著緩和的趨勢。

The aim of this study is to investigate the relationship between job stress among public kindergarten teachers in Taipei City and their acceptance and subjective evaluation to install Closed-Circuit Televisions (CCTVs) in classrooms. This study assumes that job stress is a long-term and sustained condition that should be regarded as the cognitive background of teachers. Meanwhile, the degree of teacher acceptance and subjective evaluation towards installing CCTVs is considered to be the psychological reaction to job stress in the long term, and is assumed to be a “result” in the causal relationship. Although this assumption differs from the main discourse in current literature, it is supported by the empirical results of this study. The study uses an online questionnaire to survey teachers who taught in public kindergartens in Taipei City, and conducted analyses using structural equation modeling and multiple linear regression. The empirical results indicate that stress of parent-teacher communication is indeed a key factor (cause) affecting teachers, acceptance and subjective evaluation of installing CCTVs, as well as their sense of real stress, which is consistent with the emphasis on the importance of the relationships for parent-teacher communication in current literature. More importantly, this study found that teachers may have relatively more negative evaluations of CCTVs and lower acceptance to install CCTVs due to anticipation before the CCTVs are installed. However, teachers’ negative evaluations of CCTVs and low acceptance to install CCTVs tended to decrease significantly after the CCTVs were actually installed.