技職院校幼兒保育相關學系學生就學歸因、職業認知與任教職志之研究

The Study on the Major Choice, Occupational Knowledge, and Teaching Commitment of Child Care Department Students in Colleges of Science and Technology

10.6765/JTVE.201012.0001

吳雅玲(Yan-Lin Wu)；羅希哲(Shi-Jer Lou)

就學歸因 ； 職業認知 ； 任教職志 ； major choice ； occupational knowledge ； teaching commitment

技職教育期刊

1卷2期（2010 / 12 / 01）

1 - 17

繁體中文

本研究旨在瞭解技職院校幼保系學生之就學歸因、職業認知與就任教職志的現況及就學歸因與職業認知各層面對任教職志之預測力。本研究採問卷調查法，以全台技職院校大學部四年制幼兒保育相關學系學生為母群體，並以分層隨機抽取1088位學生為研究對象。以描述性統計、相依樣本變異數分析與多元逐步迴歸等方法進行資料分析。研究結果如下：一、幼保系學生選擇就讀幼保系之主要歸為「個人因素」。而其對幼保工作之整體職業認知仍不完整，而在各層面上，其對「工作能力」與「工作倫理」部分之理解最充分。再者，對未來於幼教機構從事幼保工作之整體任教職志表現屬正向。而在各層面比較上，對於幼保工作之「工作投入」程度最高。二、幼保系學生之就學歸因的「個人因素」與「經濟因素」及職業認知之「工作福利」與「工作倫理」對其任教職志之「工作認同」具有預測力。而就學歸因的「個人因素」、「他人意見」與「經濟因素」對其任教職志之「任職傾向」具有預測力。另外，就學歸因的「個人因素」與職業認知之「工作能力」與「工作倫理」對其任教職志之「工作投入」具有預測力。

The main purpose of this study is to explore the situation of choosing a major, occupational knowledge, and teaching commitment of Child Care Department students. Besides, the study examines to what extent the subjects' ”major choice” and ”occupational knowledge” can predict their teaching commitment. Questionnaire surveys are applied to collect the data. The subjects (N=1088) are sampled from four-year-daytime-program students of Child Care Department in colleges of science and technology. The data is analyzed by applying the statistical methods, including descriptive statistics, variance analysis of dependent samples, and multiple regression.The main findings of this study are as follows:1. The main factor causing students to study in Child Care Departments was ”personal factors.” Students' occupational knowledge was fragmented; however, their understanding of work capacity and work ethic of occupational knowledge required for preschool teaching was complete. Moreover, the teaching commitment in child care centers was positive, and especially, the level of work engagement of the teaching commitment was the highest.2. ”Personal factors” and ”financial factors” of major choice as well as ”workfares” and ”work ethics” of occupational knowledge can significantly predict ”work identity” of teaching commitment. Moreover, ”personal factors,” ”others' opinions,” and ”financial factors” of major choice are the significant predictors of ”work tendency” of teaching commitment. Furthermore, ”personal factors” of major choice as well as ”work capacity” and ”work ethic” of occupational knowledge can significantly predict ”work engagement” of teaching commitment.