女性幼兒園園長在職進修學位角色壓力歷程探究-正向特質觀點

Abstract

本研究旨在以正向特質觀點，探討女性幼兒園園長在職進修之多重角色壓力因應歷程。所謂正向特質，係指有助於個體因應壓力、適應生活之個人特質，這些性格特質少部份源於遺傳因素，多半因後天學習而得。\n本研究經由立意取樣，以畢業十年內之女性在職進修園長五名為樣本，採半結構深度訪談進行資料蒐集，並根據the VIA Institute on Character所發展之二十四項性格優勢進行質性分析。\n研究發現說明如下：\n一、在職進修的女性園長身兼工作、家庭與學業多重角色，給生活帶來困境或壓力。\n二、正向特質是在職進修園長壓力因應的重要資產，協助其在多重角色壓力下，生活取得平衡、順暢運作，並順利完成學位。其中，（一）五位在職進修園長皆具備堅持、勇敢與愛好學習三項正向特質。（二）在工作方面，領導特質為在職進修園長們面對變動事務的磐石；審慎特質協助其思考縝密周延，行事穩健。（三）在進修方面，自律特質協助其有效自我調節，妥善規劃進修時間與研讀計畫，順利完成學業。（四）其他正向特質因人而異，包括：真誠帶來困境之突破、公平與仁慈成為人際關係之鷹架，感恩成為善的循環；熱忱與幽默使其樂在工作、享受學習。\n三、多重角色壓力，促成在職園長萌發出新的正向特質。如：勇氣與觀點。\n四、正向特質有利於在職園長建立社會支持，社會支持成為園長面對壓力與困境的另一重要助力。\n五、在職進修園長展現十四項正向特質，平均分佈在六大美德中；但較偏感性與關注自己面向，較少理性與關注他人，這可能與本研究所探討之在職進修情境有關。\n 依據上述研究發現，本研究提出相關建議，提供在職進修園長、高等教育、行政機關及未來研究之參考。

The main purpose of the study was to explore the pressure of the process of female preschool directors in their in-service education program from the perspective of positive traits. In this study, five cases that meet the research conditions were found through intentional sampling, and the research was conducted by means of qualitative research and semi-structured in-depth interviews. The conclusions of this study are as follows:\n1.Female preschool directors who were in-service education program had multiple roles, and their multiple roles brought about role pressure and impact on life.\n2.Positive traits are an important asset for female preschool directors who were in-service education program to cope with pressure:\n(1)The five preschool directors all possessed the positive straits of "persistence", "brave", and "loving learning".\n(2)In work, as the preschool director role, the "leader" strait calmed them while facing changes during the in-service education program. The "prudence" strait helped to make the thinking carefully and thoughtful, steady and cautious.\n(3)In in-service education, the "self-regulation " strait could effectively adjust themselves, and could plan the study time, reading plan, arranged the progress of thesis, etc., so that the paper could be completed within the target time.\n(4)Other straits vary from person to person. In different situations, it helped preschool directors to achieve a balance in their lives at the time. With the help of the individual`s positive straits, they finally completed the degree.\n3.Social support became a boost for individuals as facing difficulties.\n4.The preschool directors had straits to make life run steadily, and pressure sprouts new positive straits.\n\nBased on the conclusions, this research puts forward relevant recommendations to provide references for higher education, administrative agencies, and future research.