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研究生:陳寶禎
研究生(外文):CHEN, PAO-CHEN
論文名稱:社會支持與認知失調對離職傾向之影響:以幼兒園老師為例
論文名稱(外文):The Impact of Social Support and Cognitive Disonance on Turnover Intention: The Case Study of Kindergarten Teachers
指導教授:鄭國枝鄭國枝引用關係
指導教授(外文):CHENG, KUO-CHIH
口試委員:紀信義鍾紹熙
口試委員(外文):CHI, HSIN-YICHUNG, SHAO-HSI
口試日期:2023-06-21
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:會計學系企業高階管理碩士在職專班
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:44
中文關鍵詞:社會支持認知失調離職傾向幼兒園
外文關鍵詞:Social SupportCognitive dissonanceTurnover IntentionKindergarten
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幼兒教師高流失率對幼兒教育領域帶來了系列問題。首先,它造成了對國家在幼兒教師資培訓和教育資源上的投資的浪費。訓練和培養一位合格的幼兒教師需要時間和資源,而高流失率使得這些投入難以得到回報。其次,幼兒教育行業無法累積足夠的教育經驗。持續流失的教師意味著缺乏經驗豐富的教師在幼兒教育機構中的存在,這對幼兒的學習和成長可能產生負面影響。同時,對於幼兒園經營者而言,高流失率也會降低士氣和工作穩定性,增加教育經營上的困難。

因此本研究聚焦於幼兒教師的社會支持、認知失調對離職傾向的影響,並探討認知失調在社會支持與離職傾向之間的中介角色。研究使用了中介模型來檢驗假設模型,並選擇台灣中部地區的幼教老師作為研究樣本,透過問卷調查的方式收集數據。

研究結果顯示,認知失調的中介效果得到了支持。認知失調在社會支持與離職傾向之間有著顯著中介的作用。具體而言,社會支持對離職傾向的影響不僅是直接的,而且還透過減少認知失調的中介作用來間接地影響。這意味著社會支持有助於減少幼兒教師的認知失調,從而降低了他們的離職傾向。這一研究結果提供了幼教政策的意涵,有助於制定相應的教育策略和措施,提高幼兒教師的士氣和工作穩定性,減少其離職傾向。
The high turnover rate among preschool educators has brought about a series of issues in the field of preschool education. Firstly, it results in a waste of the country's investment in the training and educational resources for preschool teachers. Training and cultivating a qualified preschool teacher require time and resources, and the high turnover rate makes it difficult to achieve a return on these investments. Secondly, the preschool education industry is unable to accumulate sufficient educational experi-ence. Ongoing teacher turnover means a lack of experienced teachers within preschool education institutions, which may have negative impacts on children's learning and development. Additionally, for preschool op-erators, the high turnover rate lowers morale and job stability, increasing the challenges in educational operations.

Therefore, this study focuses on the influence of social support and cognitive dissonance on turnover intention among preschool teachers, as well as the mediating role of cognitive dissonance in the relationship between social support and turnover intention. The study utilizes a medi-ation model to examine the hypothesized model and selects preschool teachers from the central region of Taiwan as the study sample, collecting data through questionnaire surveys.

The results of the study indicate support for the mediating effect of cognitive dissonance. Cognitive dissonance serves as a significant mediator between social support and turnover intention. Specifically, the impact of social support on turnover intention is not only direct but also indirect through the reduction of cognitive dissonance. This suggests that social support helps to decrease cognitive dissonance among preschool teachers, thereby reducing their intention to leave. These research findings have implications for preschool education policies, aiding in the formulation of relevant educational strategies and measures to enhance the morale and job stability of preschool teachers and reduce their turnover intention.

中文摘要 I
Abstract III
致謝 V
目錄 VI
表目錄 VIII
圖目錄 IX
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究目的 4
第四節 研究流程 5
第二章 文獻探討與假說建立 7
第一節 社會支持概念 8
第二節 社會支持與認知失調之關係 9
第三節 認知失調對社會支持與認知失調之關係之中介效果 11
第三章 研究方法 15
第一節 研究對象與樣本回收 16
第二節 變項衡量 19
第三節 分析方法 21
第四章 實證結果 25
第一節 敘述性統計 25
第二節 社會支持對離職傾向之影響 28
第三節 認知失調對社會支持與離職傾向之中介效果 29
第五章 結論 33
第一節 研究結論 34
第二節 政策意涵與建議 35
第三節 研究貢獻與限制 38
參考文獻 41
表目錄
表3-1 受訪者基本資料分布 ........................................................................ 17
表4-1 各變數之敘述性統計量 .................................................................... 26
表4-2 各變數之信度分析Cronbach’s α 係數值 ......................................... 27
表4-3 Pearson 相關係數 .............................................................................. 28
表4-4 社會支持與離職傾向之關係 ............................................................. 29
表4-5 社會支持與認知失調之關係 ............................................................. 31
表4-6 社會支持與認知失調對離職傾向之關係 ......................................... 31
表4-7 中介模型成立四要件檢測結果彙總表 ............................................. 31
表4-8 研究假說檢驗結果歸納表 ................................................................. 32

圖目錄
圖1-1 研究流程圖 ........................................................................................... 6
圖2-1 社會支持、認知失調與離職傾向之中介模型 ................................. 14
圖4-1 認知失調對社會支持與離職傾向之中介模型圖圖 ......................... 32


一、中文部份:
蔡春子(2007)。少子化下台灣幼兒教育的轉型。台灣師範大學教育學報,52(1),1-30。
教育部統計處(年份)。教育統計年報。取自教育部統計處網站。
井敏珠(1992)。壓力與社會支持。心理學報,24(4),469-475。
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