幼兒園教保服務人員本土語言政策類型與其預測因素：自我效能感、族群認同與學校支持之分析

Types of Local Language Policy Among Preschool Educators and Their Predictors: An Analysis of Self-Efficacy, Ethnic Identity, and School Support

本研究以幼兒園本土語言教學為脈絡，探討教保服務人員本土語言政策之樣態與其預測因素。研究採問卷調查法，以桃園市幼兒園教保服務人員為對象，於2024年11月至12月期間回收有效問卷551份，並運用描述性統計、單因子變異數分析、集群分析、卡方檢定及多項式羅吉斯迴歸分析進行資料處理。研究結果顯示：一、幼兒園教保服務人員依其在本土語言信念、實踐及管理三構面的得分，可分為「身體力行型」、「循序漸進型」與「信念行動落差型」三類本土語言政策集群；二、在背景變項中，以最會的本土語言、本土語言能力和參與本土語言相關計畫三項具顯著差異；三、在自我效能感、族群認同與學校支持三個心理與情境變項上，「身體力行型」顯著高於其他兩型，「循序漸進型」亦高於「信念行動落差型」；四、迴歸分析結果指出，自我效能感、族群認同與學校支持可有效預測教保服務人員所屬本土語言政策類型，模型總預測準確率達77.5%。整體而言，本土語言政策樣態反映出信念與實踐間的落差，亦受個體語言能力、參與經驗與心理認同及學校支持所形塑。建議未來政策應聚焦於強化教保服務人員的語言能力、自我效能感與族群認同，並建構學校支持系統，以促進本土語言教學的落實。

This study explores the types of local language policy among preschool educators and their predictive factors within the context of early childhood local language education. A questionnaire survey was conducted with preschool educators in Taoyuan City, Taiwan, and 551 valid responses were collected between November and December 2024. The data were analyzed using descriptive statistics, one-way ANOVA, cluster analysis, chi-square tests, and multinomial logistic regression. The results reveal the following: 1. Based on their scores in language beliefs, language practices, and language management, preschool educators can be categorized into three distinct clusters of local language policy types: the “Active Implementation Type,” the “Gradual Engagement Type,” and the “Belief-Action Discrepancy Type.” 2. Among background variables, the type of language most proficiently spoken, level of language ability, and participation in local language programs showed significant differences across clusters. 3. In terms of psychological and contextual variables– self-efficacy, ethnic identity, and perceived school support– educators in the “Active Implementation Type” scored the highest, followed in descending order by the “Gradual Engagement Type” and the “Belief-Action Discrepancy Type.” 4. Regression analysis demonstrated that self-efficacy, ethnic identity, and school support significantly predicted cluster membership, with the overall model achieving a classification accuracy of 77.5%. Overall, the findings indicate that local language policy types among preschool educators reflect not only belief-practice gaps but are also shaped by individual language ability, program participation, psychological commitment, and institutional support. The study suggests that future policies should focus on strengthening educators’ language proficiency, self-efficacy, and ethnic identity while establishing supportive school systems to promote the effective implementation of local language education.