新北市幼托整合後教保服務人員在融合環境工作壓力之研究

• Main Authors: Wen-Ling Lee, 李玟玲
• Other Authors: Shu-Hui Wang
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/30081380186130073510

碩士 === 國立東華大學 === 特殊教育學系 === 103 === This study aims to understand the current status of the working pressure faced by preschool educators in a converged environment after the integration of preschools in New Taipei City. The study also explores the different working pressures created by the variables of different backgrounds of preschool educators in a converged environment. This study used questionnaires based on the assessments of 642 (528 are effective) preschool educators in public school affiliated kindergartens in New Taipei City. The assessment title is “A research questionnaire to investigate the working pressure faced by preschool educators in a converged environment after the integration of preschools in New Taipei City”. The data collected was statistically analyzed with research tools such as Mean and Standard Deviation, Reliability Analysis, T-test, One-way ANOVA, Scheeffe Method. The results are summarized as follows: 1. Regarding the level of working pressure faced by preschool educators in a converged environment after the preschool integration policy in New Taipei City, the study suggests “medium level”, and “Interpersonal interactions” is the highest source of working pressure. 2. Regarding the sources of working pressure faced by preschool educators in a converged environment after the preschool integration policy in New Taipei City, “heavier work burden due to increase in the number of pupils with special needs”; ”pleasant co-operation when partnering with co-teacher”; “agree to lower the ratio of teachers to students”; “parents are in agreement with the way in which the kindergarten teaches” score the highest. 3. The differences in gender, level of education, hours of special education seminars or trainings attended, professional background in special education, age patterns of young students in class, structure of the personnel in class, whether there is an increase in the number of preschool educators in class, whether there is a merged class, the study suggested that these differences have no significant difference to the results of the questionnaire. 4. Differences in age, marital status, possession of teacher license, job description, number of teaching years, size of the institute, region of the institute, number of preschool educators, and nature of the institute showed significant difference to the results of the questionnaire.