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題名 教保服務人員核心職能指標建構與應用之研究 – 以北北基教保服務人員為例
Constructing and Applying Core Competency Indicators for Preschool Educators in Taiwan- Taking Taipei Metropolitan Area as an Example
作者 鍾玉婷
Chung, Yu-Ting
貢獻者 郭昭佑
Guo, Chao-Yu
鍾玉婷
Chung, Yu-Ting
關鍵詞 教保服務人員
核心職能指標
模糊德菲法
重要－表現分析法
Preschool educator
Core competency indicators
Fuzzy Delphi Method
Importance-performance analysis
日期 2023
上傳時間 1-Sep-2023 16:16:42 (UTC+8)
摘要 世界先進各國皆高度重視幼兒教育之共識下，2019年台灣二至五歲幼兒就讀幼兒園比例高達68%，教保服務人員既為落實學前教育之舵手，識別其核心職能自有其必要性，然相關指標尚付闕如；是以本研究經文獻分析，初構教保服務人員核心職能指標；經以「適切性評估」暨「模糊德菲法」專家問卷進行指標增刪與修正，建構「教保服務人員核心職能指標」；續以分層立意取樣問卷調查426位任職北北基幼兒園之教保服務人員，經重要程度－表現情形 (IPA) 分析，據以了解其對指標重要程度之看法及表現情形之現況，茲將本研究發現分述如下：

一、「教保服務人員核心職能指標」四構面為「態度」、「知識」、「技能」與「其他特徵」，包含九向度、45項指標。
二、教保服務人員於「教保服務人員核心職能指標」大致呈現高重要程度、高表現情形，整體而言，教保服務人員表現情形不及知覺重要程度。
三、教保服務人員認為最重要的是「其他特徵」，重要程度最低的是「態度」；教保服務人員自評表現最好的是「態度」，最需要加強的是「知識」。
四、運用IPA分析教保服務人員對「教保服務人員核心職能指標」知覺重要程度與自評表現情形，亟需改善的高重要、低表現指標四項（「幼兒評估知識」、「激勵幼兒動機能力」、「風險管理能力」及「問題解決能力」），過度投入之低重要、高表現指標共10項，應繼續維持的高重要、高表現共14項，次要改善之低重要、低表現指標則有17項。
五、包含「園所規模」、「園所型態」、「服務年資」等「背景變項」於部分「教保服務人員核心職能」之重要程度與表現情形具顯著差異。整體而言，資深教保服務人員知覺重要程度與表現情形相對較高，助理教保員及公立幼兒園知覺重要程度與表現情形均相對較低。
In 2019, as many as 68% of children aged 2-5 in Taiwan attended preschool, and the importance of preschool educators cannot be overstated. Therefore, this study aimed to construct a set of core competency indicators for preschool educators in Taiwan. The core competency indicators for preschool educators can be used as a guide to assess preschool educators’ core competency level and serve as the foundation for developing preschool educator training program. This study also used the importance-performance analysis (IPA) to probe into the relationship between the degree of recognition and the degree of conformity of preschool educators’ core competencies in Taipei City, New Taipei City and Keelung City, and finally analyzes the relationship between various background variables and the core competencies of preschool educators.
Employing a theoretical framework, this study drafted preschool educators core competency dimensions, subdimensions and indicators from reviewing related literature. During the item development process, an appropriate assessment and the Fuzzy Delphi Method (FDM) were applied to select indicators. Consequently, a set of core competency indicators for preschool educators in Taiwan were constructed, which include four dimensions, nine sub-dimensions and 45 indicators. Additionally, the researcher collected 426 validated questionnaires from preschool educators in Taipei Metropolitan area to review their response to core competencies. IPA was used to analyze preschool educators’ cognition of the importance and performance of The Core Competency Indicators for Preschool Educators.
Based on the analysis of the result of the study, the conclusions are provided as below:

1. The Core Competency Indicators for Preschool Educators in Taiwan constructed by this research are divided into four dimensions with nine sub-dimensions and 45 indicators.
2. The preschool educators consider “Other Characteristics” to be the most important dimension, and “Attitude” to be the least important one.
3. “Attitude” is the best performance of the preschool educators, and “Knowledge” needs to be strengthened the most.
4. There are significant differences in the performance and importance of “background variables” in some “Core Competency Indicators for Preschool Educators”.
5. Four items in the high importance but low performance quadrant that should be the first priority to improve are “Knowledge of Early Childhood Assessment”, “Motivation skills for preschoolers”, “Skills of risk management” and “Problem solving skills”. Ten in low-importance and high-performance quadrant, 14 in high-importance and high-performance quadrant and 17 in low-importance and low-performance quadrant.
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描述 博士
國立政治大學
教育學系
108152503
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108152503
資料類型 thesis
dc.contributor.advisor 郭昭佑zh_TW
dc.contributor.advisor Guo, Chao-Yuen_US
dc.contributor.author (Authors) 鍾玉婷zh_TW
dc.contributor.author (Authors) Chung, Yu-Tingen_US
dc.creator (作者) 鍾玉婷zh_TW
dc.creator (作者) Chung, Yu-Tingen_US
dc.date (日期) 2023en_US
dc.date.accessioned 1-Sep-2023 16:16:42 (UTC+8)-
dc.date.available 1-Sep-2023 16:16:42 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2023 16:16:42 (UTC+8)-
dc.identifier (Other Identifiers) G0108152503en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147250-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 108152503zh_TW
dc.description.abstract (摘要) 世界先進各國皆高度重視幼兒教育之共識下，2019年台灣二至五歲幼兒就讀幼兒園比例高達68%，教保服務人員既為落實學前教育之舵手，識別其核心職能自有其必要性，然相關指標尚付闕如；是以本研究經文獻分析，初構教保服務人員核心職能指標；經以「適切性評估」暨「模糊德菲法」專家問卷進行指標增刪與修正，建構「教保服務人員核心職能指標」；續以分層立意取樣問卷調查426位任職北北基幼兒園之教保服務人員，經重要程度－表現情形 (IPA) 分析，據以了解其對指標重要程度之看法及表現情形之現況，茲將本研究發現分述如下：

一、「教保服務人員核心職能指標」四構面為「態度」、「知識」、「技能」與「其他特徵」，包含九向度、45項指標。
二、教保服務人員於「教保服務人員核心職能指標」大致呈現高重要程度、高表現情形，整體而言，教保服務人員表現情形不及知覺重要程度。
三、教保服務人員認為最重要的是「其他特徵」，重要程度最低的是「態度」；教保服務人員自評表現最好的是「態度」，最需要加強的是「知識」。
四、運用IPA分析教保服務人員對「教保服務人員核心職能指標」知覺重要程度與自評表現情形，亟需改善的高重要、低表現指標四項（「幼兒評估知識」、「激勵幼兒動機能力」、「風險管理能力」及「問題解決能力」），過度投入之低重要、高表現指標共10項，應繼續維持的高重要、高表現共14項，次要改善之低重要、低表現指標則有17項。
五、包含「園所規模」、「園所型態」、「服務年資」等「背景變項」於部分「教保服務人員核心職能」之重要程度與表現情形具顯著差異。整體而言，資深教保服務人員知覺重要程度與表現情形相對較高，助理教保員及公立幼兒園知覺重要程度與表現情形均相對較低。		zh_TW
dc.description.abstract (摘要) In 2019, as many as 68% of children aged 2-5 in Taiwan attended preschool, and the importance of preschool educators cannot be overstated. Therefore, this study aimed to construct a set of core competency indicators for preschool educators in Taiwan. The core competency indicators for preschool educators can be used as a guide to assess preschool educators’ core competency level and serve as the foundation for developing preschool educator training program. This study also used the importance-performance analysis (IPA) to probe into the relationship between the degree of recognition and the degree of conformity of preschool educators’ core competencies in Taipei City, New Taipei City and Keelung City, and finally analyzes the relationship between various background variables and the core competencies of preschool educators.
Employing a theoretical framework, this study drafted preschool educators core competency dimensions, subdimensions and indicators from reviewing related literature. During the item development process, an appropriate assessment and the Fuzzy Delphi Method (FDM) were applied to select indicators. Consequently, a set of core competency indicators for preschool educators in Taiwan were constructed, which include four dimensions, nine sub-dimensions and 45 indicators. Additionally, the researcher collected 426 validated questionnaires from preschool educators in Taipei Metropolitan area to review their response to core competencies. IPA was used to analyze preschool educators’ cognition of the importance and performance of The Core Competency Indicators for Preschool Educators.
Based on the analysis of the result of the study, the conclusions are provided as below:

1. The Core Competency Indicators for Preschool Educators in Taiwan constructed by this research are divided into four dimensions with nine sub-dimensions and 45 indicators.
2. The preschool educators consider “Other Characteristics” to be the most important dimension, and “Attitude” to be the least important one.
3. “Attitude” is the best performance of the preschool educators, and “Knowledge” needs to be strengthened the most.
4. There are significant differences in the performance and importance of “background variables” in some “Core Competency Indicators for Preschool Educators”.
5. Four items in the high importance but low performance quadrant that should be the first priority to improve are “Knowledge of Early Childhood Assessment”, “Motivation skills for preschoolers”, “Skills of risk management” and “Problem solving skills”. Ten in low-importance and high-performance quadrant, 14 in high-importance and high-performance quadrant and 17 in low-importance and low-performance quadrant.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機與目的 1
第二節 名詞釋義 7
第三節 研究方法與步驟 10
第四節 研究範圍與限制 15
第二章 文獻探討 17
第一節 教保服務人員培訓、資格與認證 17
第二節 核心職能概念之探究 34
第三節 「教保服務人員核心職能」之探究 57
第四節 「教保服務人員核心職能指標」初構 111
第三章 研究設計與實施 121
第一節 研究架構與流程 121
第二節 研究對象 124
第三節 研究工具 128
第四節 研究實施程式 130
第四章 研究結果 133
第一節 「教保服務人員核心職能指標建構 - 適切性評估專家問卷」結果 133
第二節 「教保服務人員核心職能指標建構 - 模糊德菲法專家問卷」結果 137
第三節 「教保服務人員核心職能指標 - 重要程度與表現情形問卷」結果 147
第四節 研究發現與討論 225
第五章 結論與建議 241
第一節 結論 241
第二節 建議 248
參考文獻 253

附錄
附錄 1 教保專業知能課程科目及學分對照表 269
附錄 2 美國NBPTS三至八歲兒童教師之通識標準 271
附錄 3 國幼班教保服務人員教保專業能力 273
附錄 4 美國NAEYC道德行為承諾聲明 285
附錄 5 中華民國幼兒教育專業倫理守則 293
附錄 6 「教保服務人員核心職能指標建構」適切性評估專家問卷 297
附錄 7 「教保服務人員核心職能指標」修正情形及專家意見說明 305
附錄 8 「教保服務人員核心職能指標建構」模糊德菲法專家問卷 315
附錄 9 「教保服務人員核心職能指標」重要程度及表現情形調查問卷 325		zh_TW
dc.format.extent 4954244 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108152503en_US
dc.subject (關鍵詞) 教保服務人員zh_TW
dc.subject (關鍵詞) 核心職能指標zh_TW
dc.subject (關鍵詞) 模糊德菲法zh_TW
dc.subject (關鍵詞) 重要－表現分析法zh_TW
dc.subject (關鍵詞) Preschool educatoren_US
dc.subject (關鍵詞) Core competency indicatorsen_US
dc.subject (關鍵詞) Fuzzy Delphi Methoden_US
dc.subject (關鍵詞) Importance-performance analysisen_US
dc.title (題名) 教保服務人員核心職能指標建構與應用之研究 – 以北北基教保服務人員為例zh_TW
dc.title (題名) Constructing and Applying Core Competency Indicators for Preschool Educators in Taiwan- Taking Taipei Metropolitan Area as an Exampleen_US
dc.type (資料類型) thesisen_US
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