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題名:教保服務人員員工忠誠之研究
作者:王怡又
作者(外文):I-Yu Wang
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:丁學勤
學位類別:博士
出版日期:2015
主題關鍵詞:幼兒園教保服務人員員工忠誠態度忠誠行為忠誠真正忠誠虛假忠誠PreschoolPreschool teacherEmployee loyaltyAttitude loyaltyBehavioral loyaltyTrue loyaltySpurious loyalty
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本研究目的想了解教保服務人員員工忠誠的重要性、態度和行為忠誠的意涵與關係、影響真正與虛假忠誠的因素。本研究依據「立意取樣」原則,選擇私立幼兒園園長,和任職同一私立幼兒園五年以上之教保服務人員為研究對象。再者,本研究在方法使用上以半結構深度訪談為主,並輔以同儕訪談、省思筆記,使用三角校正以求研究資料之信實度和正確性。資料收集、分析和整理同時進行,直到資料飽和為止,最後經由26位研究參與者產出研究結果。
研究結果顯示,教保服務人員忠誠對組織、幼兒與教保服務人員三方皆具重要性。其次,教保服務人員在態度忠誠的意涵上包括對園所的向心力和職業倫理下的敬業態度;擁有向心力態度的教保服務人員,具有與園所建立生命共同體的傾向、支持與認同園所和擁有自發、積極、熱愛工作態度;而敬業態度則有對工作負責和強烈的工作的倫理信念。在行為忠誠的意涵則主要包括:1.維護組織形象,強調學校優點,不做傷害學校的事。2.擁護領導者,能同理領導者政策,並成為多元利害關係人間的溝通橋樑。3.對園所的決策和願景目標,全力支持與配合。4.展現敬業樂群,盡心盡力扮演教師角色,對園所事務不推託、計較,能與團隊共同合作。5.高度向心的投入,對園所表現欣賞、稱讚和高滿意行為,工作盡心投入,即使有更優渥條件也不被挖角離職。另外,態度與行為忠誠間具有密切關聯。最後,團體情感、領導者個人、家庭及認同工作價值四大因造成教保服務人員之真正忠誠;而造成虛假忠誠則為情境外在因素與個人利益因素。
The aim of this study is to explore the importance of employee loyalty in preschool educators, the implication and relationships of attitudinal loyalty and behavioral loyalty, and factors affecting true loyalty and spurious loyalty. For research methodology, this study adopted “purposive sampling” to choose the study participants, preschool educators who have served in their specific private preschool for more than five years. A semi-structured and in-depth interview was used as the main method of data collection. Reflective notes and interviews with respondents’ colleagues and bosses were implemented to collect supplementary data. This triangulation method can increase study reliability and validity. Data were collected and analyzed until category saturation was reached. The results were based on 26 participants.
Three conclusions were drawn from this study. First, employee loyalty is very important to the organization, young children and preschool educators. The second conclusion is related to attitudinal loyalty and behavioral loyalty. Attitudinal loyalty comprises a sense of belonging to the served preschool and professional and ethical attitudes. In terms of the sense of belonging to the served preschool, loyal preschool educators should show that they have formed a symbiosis relationship with the preschool, fully support the preschool’s decision-making, and work enthusiastically. As for professional attitudes, loyal preschool educators should have a strong sense of responsibility and ethical beliefs in their work. Behavioral loyalty comprises five dimensions. The first is about protecting the preschool image and reputation, promoting and stressing the advantages of the preschool, and avoid harming the preschool. The second dimension is about supporting the preschool’s as well as the leader’s policies and strategies and communicating with each party. The third dimension is about supporting the preschool’s strategies and cooperating with colleagues to achieve the organizational vision. Fourthly, it is about playing the ideal role of teachers and working with the team earnestly, wholeheartedly and selflessly. The fifth dimension is about being highly involved in and highly satisfied with the work, appreciating and praising their preschool in front of others, and staying with their served preschool even if there are better offers from competitors. In addition, attitudinal loyalty and behavioral loyalty are closely related. Finally, true loyalty is affected by group affection, leadership, balance between family and work life, and recognition of work value. Spurious loyalty on the other hand is affected by external situation and self-interest.
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