學前教師特教工作勝任感與工作滿意度的影響機制：學歷、年資與專業訓練的作用

The Influential Mechanism of Job Competence and Job Satisfaction among Preschool Teachers Providing Special Education: The Impact of Education Degree, Seniority and Professional Training

10.3966/181665042013030901005

林俊瑩(Chunn-Ying Lin)；林玟秀(Wen-Hsiu Lin)；陳佑任(Yu-Jen Chen)

工作勝任感與工作滿意度 ； 特殊教育 ； 專業訓練 ； 學前教師 ； 學歷 ； 年資 ； education degree ； job competence and job satisfaction ； preschool teacher ； professional training ； special education ； seniority

教育研究與發展期刊

9卷1期（2013 / 03 / 31）

117 - 142

繁體中文

本研究建立一個理論模式，以探究臺灣地區學前教師的學歷、年資與專業訓練，對其教導特殊幼兒工作勝任程度與工作滿意度的影響，及其影響途徑。分析資料為「特殊教育長期追蹤資料庫」96學年度學前教師調查中，有任教特殊幼兒的普通班與特教班學前教師，並運用結構方程模式進行分析。研究發現：學前教師教導特殊幼兒時，工作勝任感並不算高，不過其工作滿意度則頗高。進一步分析顯示：特殊幼兒教導能力，與對身心障礙教育的正面看法，有助於提升學前教師工作勝任感與工作滿意度。幼教與特教的年資與所接受相關專業訓練越多，會提高學前教師對特殊幼兒進行適性教導的專業能力、班級管理能力會越強，或對身心障礙教育有越正面的看法，都會使學前教師的工作勝任感或工作滿意度提高。至於教師取得越高學歷，並無助於教導特殊幼兒專業能力之提升，也與其教導特殊幼兒工作勝任感、工作滿意度沒有顯著關聯。依上述結果，本研究對當前學前幼教師資培育之特殊教育專業訓練政策與措施提出檢討與建議。

Based on related literature, this study proposes a theoretic model to investigate the effects of education degree, seniority and professional training on job competence and job satisfaction among preschool teachers providing special education in Taiwan. From the database of Special Needs Education Longitudinal Study, SNELS, 1,351 preschool teachers who taught children with special needs in inclusive setting or in special education classroom during the academic year of 2007 were extracted as object of this study. The data were analyzed by using structural equation modeling SEM. Results indicated that preschool teachers in Taiwan did not feel a strong sense of job competence when providing education to children with special needs, but most of them had a high level of job satisfaction. In further analysis, it was found that those preschool teachers equipped with better competencies for teaching exceptional children and a positive attitude toward special education, earn a higher sense of job competence and job satisfaction. According to preschool teachers who had both the more seniority of teaching and professional training in preschool and special education, have shown higher level of professional competence in providing adaptive instructions, better class management, and more positive attitude toward special education.. However, school teachers' education degree was not significantly related to their professional competencies in education for children with special needs, sense of job competence, job competence, or job satisfaction. Based on these findings, this study also proposed some suggestions on policies regarding early childhood teacher training in special education.

1. 周俊良、李新民、許籃憶(2005)。學前階段特殊教育教師因應策略與工作壓力之相關研究。特殊教育學報，21，79-102。
   連結：
2. 林俊瑩(2010)。工作滿意度、組織承諾與離職意圖：中小學教師與其他職業之比較。教育實踐與研究，23(1)，1-30。
   連結：
3. 林穎昭(2010)。臺北市高中職普通班教師對融合教育態度之調查研究。中等教育，61(2)，46-67。
   連結：
4. 紀金山、黃毅志(2009)。教育勞力市場化的初期情況和影響機制：以七所師資培育中心的合格中等師資初職為例。台東大學教育學報，20(1)，137-166。
   連結：
5. 徐瓊珠、詹士宜(2008)。國小教師對不同類別身心障礙學生就讀普通班意見之調查研究。特殊教育與復健學報，19，25-49。
   連結：
6. 教育部（2009）。特殊教育法修正草案。臺北市：作者。
7. 教育部特殊教育工作小組（2011）。100年度特殊教育統計年報。臺北市：教育部。
8. 教育部（2011）。教育部特殊教育通報網。取自http://www.set.edu.tw/sta2/contact/100%E4%B8%8A%E9%A0%81%E9%9D%A2.asp
9. Bagozzi, R.P.,Yi, Y.(1988).On the evaluation of structural equation models.Academic of Marketing Science,16,76-94.
10. Brouck, E.C.(2005).Secondary special educators: Perspectives of pre-service preparation and satisfaction.Teacher Education and Special Education,28(2),125-139.
11. Brown, D.K.(2001).The social sources of educational credentialism: Status cultures, labor markets, and organizations.Sociology of Education,74,19-34.
12. Castle, N.G.,Engberg, J.,Anderson, R.A.(2007).Job satisfaction of nursing home administrators and turnover.Med Care Res Rev,64(2),191-211.
13. Collins, R.(1971).Functional and conflict theories of educational stratification.American Sociological Review,46,1002-109.
14. Dumais, S.(2002).Cultural capital, gender, and school success: The role of habitus.Sociology of Education,75(1),44-68.
15. Forlin, C.(2001).Inclusion: Identifying potential stressors for regular class teachers.Educational Research,43(3),235-245.
16. Fullerton, A.,Ruben, B. J.,Mcbride, S.,Bert, S.(2011).Development and design of a merged secondary and special education teacher preparation program.Teacher Education Quarterly,38(2),27-44.
17. Hu, L.,Bentler, P.M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling,6,1-55.
18. Kavale, K.A.(2000).History, rhetoric, and reality: Analysis of the inclusion debate.Remedial and Special Education,21(5),279-297.
19. Liu, X.S.,Ramsey, J.(2008).Teachers' job satisfaction: Analyses of the teacher followup survey in the United States for 2000-2001.Teaching and Teacher Education: An International Journal of Research and Studies,24(5),1173-1184.
20. Lo, S.,Aryee, S.(2003).Psychological contract breach in a Chinese context: An integrative approach.Journal of Management Studies,40(4),1005-1020.
21. Monkman, K.,Ronald, M.,Theramene, F.D.(2005).Social and cultural capital in an urban Latino school community.Urban Education,40(1),4-33.
22. Moore, R.(2004).Cultural capital: Objective probability and the cultural arbitrary.British Journal of Sociology of Education,25,445-456.
23. Nalbantian, H.R.,Guzzo, R.A.,Kieffer, D.,Doherty, J.(2004).Play to Your Strengths: Managing Internal Labor Markets for Lasting Competitive Advantage.New York, NY:McGraw-Hill.
24. Odom, S.L.(2000).Preschool inclusion: What we know and where go from here.Topics in Early Childhood Special Education,20(1),20-27.
25. Phillips, S.D.,Christopher-Sisk, E.K.,Gravino, K.L.(2001).Making career decisions in a relational context.Counseling Psychologist,29,193-213.
26. Power, D.,Hyde, M.(2002).The characteristics and extent of participation of deaf and hardof-hearing students in regular classes in Australian schools.Journal of Deaf Studies and Deaf Education,7(4),302-311.
27. Shimizu, T.,Feng, Q.L.,Nagata, S.(2005).Relationship between turnover and burnout among Japanese hospital nurses.Journal of Occupational Health,47(4),334-336.
28. Villa, A.,Calvete, E.(2001).Development of the teacher self-concept evaluation scale and its relation to burnout.Studies in Educational Evaluation,27(3),239-255.
29. Waters, J.L.(2006).Geographies of cultural capital: Education, international migration and family strategies between Hong Kong and Canada.Transactions of the Institute of British Geographers,31(2),179-192.
30. Wertheim, C.,Leyser, Y.(2002).Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers.The Journal of Educational Research,96(1),54-63.
31. 王天苗(2009)。「特殊教育長期追蹤資料庫」簡介。人文與社會科學簡訊，10(3)，108-116。
32. 何華國(2006)。特殊幼兒早期療育。臺北市:五南。
33. 林育毅、王明泉(2008)。從美國「IDEA2004高合格教師」看我國特教師資的培育。研習資訊，25(2)，107-113。
34. 邱上真(2004)。特殊教育導論－帶好班上每位學生。臺北市:心理。
35. 胡永崇(2001)。融合教育：意義、爭議與配合措施。融合教育論文集，嘉義市:
36. 陳清溪(2005)。淺談特殊教育教師的專業成長。研習資訊，21(4)，41-48。
37. 黃芳銘(2003)。結構方程模式：理論與應用。臺北市:五南。
38. 黃麗娟、王振德(2003)。身心障礙資源班實施指標之研究－以北區七縣市為例。特殊教育研究學刊，25，27-41。
39. 黃馨慧、王文伶、花敬凱(2006)。國民中小學資源班資深與新手教師課程設計知能調查研究－以桃園縣為例。東臺灣特殊教育學報，8，215-235。
40. 趙曼寧、王明泉、程鈺雄(2008)。國民小學特教教師教學熱忱之研究。東臺灣特殊教育學報，10，121-149。
41. 劉秀枝(2011)。私立幼兒園教師職場幸福感與工作滿意度之關係研究。幼兒教保研究期刊，6，87-115。
42. 蔡昆瀛(2002)。從現況與需求析論北市學前融合教育的發展方向。「第三屆全國早療相關服務成果」大會暨國際研討會論文集，臺北市:
43. 蔡瑞明、林大森(2002)。滾石不生苔？臺灣勞力市場中的工作經歷對薪資的影響。臺灣社會學刊，29，57-95。

1. 吳璧如(Pi-Ju Wu);陳俊瑋(Chun-Wei Chen)(2022)。國小教師工作壓力與工作滿意度之關係研究：教師自我效能感的中介效果。教育研究與發展期刊。18(2)。51-92。