澳門托兒所幼兒導師及幼兒導師助理專業發展研究： 專業水平、職業滿意度與影響因素

This cross-sectional study surveyed 114 early childhood educators and teaching assistants in Macau’s subsidized nurseries to examine professionalism and job satisfaction. Utilizing a revised scale and the OECD training framework, the research found that current professional development (PD) severely lacked diversity in topics (median: 3) and forms (median: 2). Furthermore, initiative was notably low, with only 21.9% reporting an active attitude versus 48.2% passive. Key findings reveal a positive correlation between job satisfaction and professionalism. Multiple regression analysis confirmed that occupational satisfaction, the number of PD forms, and active training initiative are significant positive predictors of professional level. Recommendations include revising the human resources requirement to raise the academic threshold, establishing a continuing professional development credit system, and promoting cross-position teacher communities. Study limitations include its cross-sectional design and the inability to infer causality.

本研究針對澳門受資助托兒所的幼兒導師及幼兒導師助理開展橫斷面現況調查，通過便利抽樣、滾雪球抽樣方式收集共114份有效問卷，結合修訂版《專業水平量表》與OECD培訓框架進行量性分析，探討其專業水平與職業滿意度的現狀及影響因素。研究發現，70.18%的托育人員過去一年曾參與過「教學技能」培訓，與28.07%的托育人員首選主題一致，但培訓形式和主題單一（培訓形式數量和培訓主題數量中位數分別為2和3），僅21.9%托育人員以主動式培訓為主，高達48.2%以被動式培訓為主。學士以上學歷者的培訓主題數量和形式數量均顯著高於低學歷群體。職業滿意度與專業水平總分呈中度正相關，主動培訓者的量表總分顯著高於被動培訓者。多元回歸模型顯示，專業水平量表總分＝41.818 ＋ 3.272×職業滿意度 ＋ 1.063×培訓形式數量 ＋ 3.926×（培訓主動性＝主動式培訓為主）（調整R2＝0.483），職業滿意度每提升1分可帶動整體專業水平增加3.272分。特定培訓主題中，參與「身心障礙學生教學」可顯著提升「教育和學科知識層面」得分。基於澳門出生率降至5.5‰的競爭背景，結合本研究結果，建議修訂《托兒所人員要求》提高學歷門檻，建立持續專業發展學分制度，並通過跨職級教師社群強化教育變革適應能力。研究局限包括便利抽樣限制以及橫斷面研究設計無法推斷因果關係，未來需結合質性研究或混合式研究方法深化本土化探討。