教保服務人員在混齡班中的工作壓力、情緒管理與正念領導之研究

A Study on Work Stress, Emotion Management, and Mindful Leadership of Preschool Educator in Mixed-Age Classes

本研究旨在瞭解混齡班現況及挑戰，並探討教保服務人員在混齡班中的工作壓力、情緒管理策略以及正念領導之意義及主要構面，以作為日後設計問卷的基礎。本研究運用文獻分析獲得以下結論:（一）幼兒園混齡班現況有三個類型及其挑戰頗多。（二）教保服務人員工作壓力的主要構面包括工作負荷、人際關係、班級教學及政策福利。（三）教保服務人員情緒管理的主要構面涵蓋情緒察覺、情緒表達和情緒調適。（四）教保服務人員正念領導的主要構面包括覺察當下、復原能量、同理關係、發展韌性和正向樂觀。（五）教保服務人員工作壓力與情緒管理的關係可能為負相關、工作壓力與正念領導的關係可能為負相關、正念領導與情緒管理的關係可能為正相關，且可能提升工作幸福感。

The purpose of this study is to understand the current situation and challenges of mixed-age classes, and to explore the significance and main aspects of work stress, emotion management, and mindful leadership of preschool educator in mixed-age classes, as a basis for designing ques¬tionnaires in the future. This study used literature analysis to obtain the following conclusions: (1) The current situation of mixed-age preschool classes has three types and many challenges. (2) The main aspects of work stress for preschool educator include workload, interpersonal rela¬tionships, class teaching and policy benefits. (3) The main aspects of emo¬tional management of preschool educator cover emotional awareness, emotional expression and emotional adjustment. (4) The main aspects of mindful leadership for preschool educator include awareness of the pres¬ent moment, restoration of energy, empathic relationships, development of resilience and positive optimism. (5) The relationship between work stress and emotional management of preschool educator may be negative correlation, the relationship between work pressure and mindful leader¬ship may be negative correlation, and the relationship between mindful leadership and emotional management may be positive correlation, and may improve work happiness.