| 摘要: | 本研究旨在了解並探討幼兒園代理教師的職涯困境及面對困境時的因應與調適，研究者依據研究目的及問題，邀請三位曾任代理教師之公立幼兒園教師及三位現任公立幼兒園代理教師進行深度訪談，並藉由生態系統理論之觀點進行資料分析。研究發現如下：
一、擔任幼兒園代理教師的主要動機是為考正式教師做準備、受他人及福利、薪資待遇吸引。
二、從生態系統理論中，微觀系統下的困境為代理角色不被認同、家人不支持、無法與同事建立良好關係，教學現場無法發揮所長、行政工作不熟悉、園長、主任的不重視，對學校無歸屬；中間系統下的困境為多重角色下無法專心準備考試也影響教學品質，更無法照顧好家庭；外圍系統下的困境是續聘制度不完善；巨觀系統下的困境是社會對代理老師的不重視；時間系統下的困境則是代理工作不穩定，不利生涯規劃。
三、面臨困境時的調適方式為調整心態、嘗試溝通解決問題、依賴家中成員協助、尋求同伴一起努力及將負面問題轉為激勵自己的動力。
最後根據上述研究發現提供教育機關及代理教師相關之建議。
The purpose of this study is to understand and address the career barriers of preschool substitute teachers and their responses to and coping with them. In order to conduct in-depth interviews based on the study’s objective and questions, three teachers of public preschools who had experience working as substitute teachers and three current substitute teachers for public preschools were invited. After examination and organization of relevant literature, a
semi-structured interview is drafted to collect data, and the results are addressed based on the ecological systems theory. The major findings were as following :
1. The study reveals that the motivation of being a preschool substitute teacher is to become a certified teacher, which has better benefits and salary.
2. In the microsystem of the ecological systems theory, the dilemmas of substitute teachers include not receiving recognition for a substitute role, unsupportive family, inability to form good relationships with colleagues, inability to contribute one’s strength when teaching, and unfamiliarity with administrative work. In the mesosystem, the multiple roles of substitute teachers not only render them unable to focus on the preparation for the teacher certification examinations but also affect their teaching quality and the
ability to take care of their families. In the exosystem, substitute teachers are not taken seriously by the principals and the head teachers of preschools, and thus they lack a sense of belonging to the schools. In the macrosystem, the system regarding continuing contracts is inadequate, and substitute teachers are not taken seriously by society.
3. In the chronosystem, the insecurity of a substitute position is unfavorable for career planning. Shifting of mindset, solving problems through communication, family assistance, working together with a companion, and turning negativity into motivations are ways to cope with these dilemmas.
Advice for educational institutions and substitute teachers is provided in the end based on the above research findings. |
