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題名：幼兒園教保服務人員知覺的正向領導、心理資本、職場靈性與生命意義感之關聯性研究
作者：黃煥超
作者(外文)：HUANG, HUAN-CHAO
校院名稱：國立高雄師範大學
系所名稱：教育學系
指導教授：吳和堂
學位類別：博士
出版日期：2017
主題關鍵詞：正向領導；心理資本；職場靈性；生命意義感；Positive Leadership；psychological capital；workplace spirituality；Life Practice
原始連結：連回原系統網址new window
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本研究以全國幼兒園教保服務人員為研究對象，探討其正向領導、心理資本、職場靈性及生命意義感之關聯，其中職場靈性與生命意義感預式樣本共取得183進行信效度測量。正式施測共計854有效問卷，並進行分析不同背景變項在幼兒園教保服務人員在正向領導、心理資本、職場靈性及生命意義感的差異，並使用軟體SmartPLS 3分析此四個潛在變項的關聯性及中介模式。本研究工具包含「基本背景資料表」、「正向領導量表」、「心理資本量表」、「職場靈性量表」與「生命意義感量表」。
最後根據上述研究結果針對幼兒園教保服務人員，獲得結論為；幼兒園教保服務人員知覺正向領導屬、心理資本、職場靈性及生命意義感中上偏高程度；年齡越大對於知覺正向氣氛、正向溝通及整體正向領導，心理資本及各層面，職場靈性及各層面越佳，生命意義感及各層面越佳；教保員所知覺正向關係及正向意義較教師佳 ; 教師與教保員，知覺心理資本及大部分層面較助理教保員佳；已婚較未婚，在知覺心理資本及各層面、工作意義感皆佳；服務年資越久，知覺的心理資本及各層面、職場靈性及各層面、生命意義感及各層面越佳；教保服務人員居於北區較中區的自我效能佳；「61-200人」的規模，知覺自我效能較「60人以下」佳；正向領導對於生命意義感，職場靈性和心理資本在其中扮演完全中介角色。
根據上述研究結果，針對幼兒園教保服務人員，有以下六點參考建議；
幼兒園內年齡較小教保服務人員，應與年齡較大的多交流組織價值及信念；幼兒園中助理教保員，應與教師及教保員多交流園內工作內容與運作
狀況；未婚教保員服務人員中，應與已婚者多交流職場與家庭的經驗談；幼兒園中的年資較淺，應與年資深教保服務人員交多流如何面對困境；挑戰與恢復；台灣中區幼兒園，應與北區教保服務人員多交流資源如何取得與善用；幼兒園屬60人以下，應與61-200人的規模園所內教保服務人員多交流關於幼兒園系統化。
對主管之建議，有以下三點；幼兒園主管應協助並提供教保服務人員關於心理資本提升研習課程；幼兒園主管應協助並提供教保服務人員關於職場靈性提升研習課程；幼兒園主管應請年齡及年資較長者，互相交流理念、價值與工作意義。
The present study selected preschool educators across Taiwan as subjects for this research with an aim to explore the correlations among positive leadership, psychological capital, workplace spirituality, and life practice. Of them, 183 pre-test samples regarding workplace spirituality and life practice were garnered for reliability and validity measurement. Upon the official testing, 854 effective questionnaires were obtained to examine and scrutinize the discrepancies of these preschool educators with different background variables in positive leadership, psychological capital, workplace spirituality, and life practice, using SmartPLS 3 to analyze the correlations and mediator patterns of the four latent variables. The research tools of this study comprise “basic information sheet,” “positive leadership inventory,” “psychological capital inventory,” “workplace spirituality inventory,” and “life practice inventory.”
Some conclusions were achieved based upon the abovementioned results. They are: Preschool educators perceive positive leadership, and their psychological capital, workplace spirituality, and life practice fell into the upper-middle category. Older subjects have better ability to perceive positive atmosphere, positive communication, and overall positive leadership, psychological capital (and its related aspects), workplace spirituality (and its related aspects), life practice (and its related aspects). The preschool educators have a better perception of positive relationship and positive meaning than teachers do. Teachers and preschool educators have a better perception of psychological capital (and its related aspects) than assistants. The married workers have a better perception of psychological capital (and its related aspects) and their contribution as an educator than the unmarried ones. Those with longer years of service have better psychological capital (and its related aspects), workplace spirituality (and its related aspects) and life practice (and its related aspects).The preschool educators in northern Taiwan exhibit higher self-efficacy in their counterparts in central Taiwan. The educators working in a preschool containing more than 61-200 persons exhibit higher self-efficacy than those working in a preschool containing fewer than 60 people. Positive leadership, workplace spirituality, and psychological capital are mediators in the process toward achieving life practice.
Six suggestions were proffered for the preschool educators in Taiwan；The younger preschool educators are advised to communicate with senior colleagues about what they think about organizational values and beliefs；The assistants are advised to communicate with teachers and preschool educators about the routines of work and how they operate；The unmarried preschool educators are advised to talk with married ones about the latter’s experience in workplace and family；The less experienced educators are advised to communicate with senior ones about how to deal with difficulties and challenges and start recovery；The preschool educator working in central Taiwan are advised to better communicate with those working in northern Taiwan about how to obtain and effectively utilize resources；Educators working in a preschool that contains fewer than 60 people are advised to have exchange with those working in larger-size preschools (61-200) about the systematization of preschools.
Lastly three suggestions for supervisors were presented as the follows；The supervisors are advised to provide the preschool educators with training sessions targeted at psychological capital；The supervisors are advised to provide the preschool educators with training sessions targeted at workplace spirituality；The supervisors are advised to invite the senior staff to communicate with younger/ inexperienced ones about their ideas, values, and how they regard their work.
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