本研究旨在探討學前教師工作壓力、工作滿意度對於幸福感之影響及三者之關係。首先，瞭解學前教師工作壓力、工作滿意度與幸福感之現況；其次分析不同個人背景變項在三者中之差異情形；第三，探究學前教師工作壓力、工作滿意度與幸福感三者之相關情形；第四，以二因子多變量變異數分析討論學前教師工作壓力與工作滿意度對幸福感之交互作用；最後，以多元迴歸方式，瞭解工作壓力、工作滿意度對幸福感之預測力。 本研究透過文獻探討以及問卷調查法來瞭解上述研究之目的，以「學前教師工作壓力問卷」、「學前教師工作滿意度問卷」與「教師主觀幸福感量表」為研究工具。以臺北市公、私立學前教師為研究母群體，有效樣本為231份，根據受試者之填達結果分別以平均數、標準差、t檢定、皮爾森積差相關、二因子多變量變異數分析以及多元迴歸來分析資料。本研究主要結論如下： 壹、臺北市學前教師工作壓力偏低，其中壓力感受以「工作特性」最大；且工作滿意度偏高，其中以「教學自主」最讓教師感到滿意；且具有中度幸福感，以「情緒幸福感」為主。 貳、公立學前教師較易感受到工作壓力，且以「工作特性」壓力感受最大。資淺教師較易於工作滿意度之「人際關係」中感到滿意。資深教師在「心理幸福感」比資淺教師更感到幸福。已婚教師對於工作滿意度之「獎勵制度」滿意度高於未婚教師。 参、臺北市學前教師工作壓力與工作滿意度及幸福感有顯著負相關；而工作滿意度則與幸福感有顯著正相關。 肆、臺北市學前教師工作壓力與工作滿意度對「整體幸福感」及「心理幸福感」有交互作用。 伍、臺北市學前教師工作壓力與工作滿意度各對幸福感及其三構面具有預測力。 最後，研究者根據上述之研究結果提出具體建議，以提供給幼稚園、學前教師以及後續研究者作為參考。 / The main purposes of this study were to:（a）understand the current situation of the kindergarten teachers’ job stress, job satisfaction and subjective well-being；（b）analyze the data of the kindergarten teachers’ job stress, job satisfaction and subjective well-being between different backgrounds；（c）explore the relationship between these three variables；（d）use MANOVA（Multivariate Analysis of Variance）to analyze the interaction of kindergarten teachers’ job stress and job satisfaction vs. subjective well-being；（e）finally, use Multiple Regression Analysis to explore the predictive power of the kindergarten teachers’ job stress and job satisfaction on subjective well-being. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Three scales were used to measure the following constructs: “Job Stress Scale for Kindergarten Teachers”,“Job Satisfaction Scale for Kindergarten Teachers”,“Subjective Well-Being Scale for Kindergarten Teachers”.There were 231 valid cases from public and private kindergarten teachers participated in this survey in Taipei. The questionnaire data were analyzed by “Mean”, “Standard Deviation”, “T-test”, “Pearson Product-Moment Correlation”, “MANOVA”,“Multiple Regression Analysis”. The major results were summarized as follows: 1、 Kindergarten teachers have middle-low job stress；and have high job satisfaction , highest score appears in “teaching autonomy”；and have middle subjective well-being , highest score appears in “emotional well-being”. 2、 Public kindergarten teachers have high job stress, highest score appears in “job characteristics”. The junior teachers have job satisfaction in “interpersonal relationship”. The senior teachers have more “psychological well-being” than the junior teachers. The married teachers have more “reward system” than the single teacher. 3、 There is a negative correlation between kindergarten teachers’ job stress and job satisfaction in Taipei. There is a negative correlation between kindergarten teachers’ job stress and subjective well-being in Taipei. There is a positive correlation between kindergarten teachers’ job satisfaction and subjective well-being in Taipei. 4、 The kindergarten teachers’ job stress and job satisfaction vs. subjective well-being have interaction. 5、kindergarten teachers job stress and job satisfaction have predictive power. At last, to bring up some concrete suggestion according to the study outcomes as references for kindergarten, kindergarten teachers, and correlated study in the future. Keywords: kindergarten teachers, kindergarten teachers’ job stress, kindergarten teachers’ job satisfaction, kindergarten teachers’ Subjective Well-Being

本研究旨在探討學前教師資訊科技融入教學現況及其相關影響因素。首先瞭解學前教師資訊科技融入教學之定義、內涵與現況；其次分析不同背景變項及內外在因素對學前教師資訊科技融入教學之差異情形；第三，分析影響資訊科技融入教學因素與資訊科技融入教學之相關；最後影響學前教師資訊科技融入教學因素對學前教師資訊科技融入教學各層面之預測力。 本研究透過文獻分析，以及問卷調查法來了解資訊科技融入教學的現況，及其相關影響因素。本研究之母群體為台北縣市幼稚園、托兒所教師及園所長，採分層抽樣進行取樣，老師和園長各發出480份問卷，老師的有效問卷為51%，園長的有效問卷為58.1%。使用工具為自編「學前教師資訊科技融入教學之應用量表」、「影響學前教師資訊科技融入教學因素之量表」及「園所長對資訊科技融入教學態度之量表」，問卷回收後，使用SPSS 12.0 for windows套裝軟體進行描述性統計、信度分析、效度分析 、t考驗、單因子變異數分析、Scheffé多重比較、皮爾森積差相關、逐步多元迴歸來分析資料。本研究主要結論如下： 壹、在園所電腦基本資料分面 一、台北縣市之園所資訊設備非常普及 貳、在學前教師資訊科技融入教學方面 一、大部分的老師均有進行資訊科技融入教學 二、資訊科技融入教學的模式以「教學前準備」和「教學中活動」表現 最佳 三、資訊科技融入教學的程度以「資訊科技的初步應用」表現最佳 四、「園所屬性」、「園所位置」、「教學經驗」、「教育程度」、 「電腦課程經驗」和「研習時數」對學前教師資訊科技融入教學均 有顯著影響 參、影響資訊科技融入教學因素方面 一、「教學信念」是影響學前教師資訊科技融入教學最大的因素 二、「資訊素養」是影響學前教師資訊科技融入教學的次要因素 三、學前教師的資訊素養以「基本軟體知能」最佳 四、學前教師的資訊素養以「電腦在教學上的應用」最差 五、「園所屬性」、「園所位置」、「教育程度」、「電腦課程經驗」 和「研習時數」對影響學前教師資訊科技融入教學之因素均有顯 著影響 肆、在影響園所長對資訊科技融入教學態度方面 一、園所長對資訊科技融入教學的看法均表示認同 二、園所長願意投入資訊科技融入教學之意願高 三、「園所屬性」和「園所位置」均會對園所長資訊科技融入教學產生 顯著影響 伍、學前教師資訊科技融入教學與影響資訊科技融入教學因素兩者關係方 面 一、「影響資訊科技融入教學之內外在因素」與「學前教師資訊科技融 入教學」呈現正相關 二、「影響資訊科技融入教學之因素」對「學前教師資訊科技融入教 學」具有預測力 最後研究者根據研究結果，分別對園所長、學前教師、師資培育機構、研習機構以及後續相關研究提出建議，以期對未來資訊科技融入學前教育有所助益。 關鍵詞：學前教師、園所長、資訊科技融入教學、資訊素養 / The main purpose of this study was to:(1) Understand definition, connotation and current situation of technology integration instruction. (2) Explore technology integration instruction data between different backgrounds and influence factors. (3) Analyze the relationships between influence factors and technology integration instruction. (4) Explore the predictive power of influence factors on the part of technology integration instruction. To accomplish these purposes, the methods were adopted literature review and questionnaire, which served as the basis of this study. In questionnaire aspect, was executed public and private kindergartens and nursery schools in Taipei city and county. This research was executed by questionnaire survey. “Preschool teachers technology integration instruction questionnaire",“influence factors of technology integration instruction questionnaire”and“Principals’ attitude on technology integration instruction questionnaire”were designed from literature by myself to collect data. By means of stratified random sampling.The samples include 480 principals (effective return rate is 58.1%) and 480 teachers (effective return rate is 51%).The questionnaire data analyzed statistically by description statistics,reliability analysis, t-test, one-way ANOVA, Scheffé posteriority comparison, Person-moment correlation analysis, stepwise multiple regression analysis through the use of SPSS 12.01 for windows. The major results were summarized as follows: A.In the aspect of technology equipment a.Technology equipment in Taipei city and county are very universal. B.In the aspect of technology integration instruction a.In the main of preschool teachers are implement technology integration instruction. b.It’s usually implement technology integration instruction on “prepare of teach” and “teaching”. c.The best dimension is “technology preliminary application”. d.“Taipei city and county”, “public and private”, “teachers’ years of teaching”, “educational degree of teachers",“computer’s learning experience”and “research and study hours” have significant influences on preschool teachers implement technology integration instruction. C.In the aspect of influence factors of technology integration instruction a.The best influence factors of technology integration instruction is“Teaching-belief”. b.The second influence factors of technology integration instruction is“Information Literacy”. c.The best information literacy in preschool teachers is “basic software knowledge”. d.The worst information literacy in preschool teachers is “computer use in instruction”. e.“Taipei city and county",“public and private”, “educational degree of teachers”, “computer's learning experience"and“research and study hours” have significant influences on influence factors of technology integration instruction. D.In the aspect of principals’ attitude on technology integration instruction a.All of the principals are identification with technology integration instruction. b.The best part of principals are willing invest in technology integration instruction. c.“Taipei city and county” and “public and private” have significant influences on principals’ attitude on technology integration instruction. E.In the aspect of relationships between technology integration instruction and influence factors of technology integration instruction a.There was positive correlation existed between “influence factors of technology integration instruction” and “technology integration instruction”. b.“Influence factors of technology integration instruction” did promote“technology integration instruction”. In the last part, the researcher, based on the findings, proposes some suggestions for the principals, the preschool teachers, the teacher training institutions, the research and study institutions and the future researchers, hope to benefit accelerant technology integration instruction in preschools in the future. Key words: preschool teacher, preschool principal, technology integration instruction, information literacy

University of Macau / Faculty of Education

本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。 本研究之研究結論如下： 壹、學前教師閱讀教學現況 一、閱讀教學內涵 所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。 二、閱讀教學方法 學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。 三、閱讀環境 在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。 貳、影響學前教師閱讀教學之相關因素 不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。 / The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS. The major results are summarized in the following: A. The status of preschool teachers’ teaching reading a. the content of teaching reading All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension. b. the methods of teaching reading The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives. c. reading environment The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system. B. The related factors of preschool teacher’s teaching reading Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .