幼兒園不當管教教師與常模教師之差異比較：基於KIT資料庫之系統支持、師生互動與家園關係分析

Inappropriate Discipline Among Kindergarten Teachers: A Comparative Analysis of Workplace Support, Teacher–Child Interaction, and Family–School Relationships Based on the KIT National Database

本研本研究採次級資料比較分析設計，以臺灣幼兒發展調查資料庫（Kids in Taiwan, KIT）60月齡組之教保服務人員問卷資料為全國常模（N=872），與12名曾受不當管教裁罰或自述有不當管教經驗之教保服務人員進行差異比較，旨在探究不當管教行為背後之心理機制與環境脈絡。研究結果顯示，兩組教師在教養信念各面向上均無顯著差異；然而，研究組在職場支持系統（工作獲得幫助、同事理念一致性）、師生互動品質（負向情緒表達頻率、教學自我效能感）及家園關係品質（家長信任度、親師溝通滿意度）等向度，均顯著低於常模，且呈現較強的責任外控歸因傾向。本研究揭示，不當管教行為並非單純源於教師個人道德瑕疵或錯誤信念，而是教師在知行落差、職場孤立與親師衝突之多重困境下，身心資源耗竭之結果。據此提出建立教師心理支持機制、優化勞動條件及強化家園合作等系統性預防策略建議。

This study employed a secondary data comparative design to investigate the psychological mechanisms and environmental contexts underlying inappropriate disciplinary behavior among early childhood teachers. Using the national norm dataset from the Kids in Taiwan (KIT) longitudinal survey 60-month cohort (N=872) as a reference, data from 12 kindergarten teachers with documented inappropriate disciplinary incidents or self-reported misconduct were compared across multiple dimensions. Results indicated no significant differences in child-rearing beliefs between the two groups. However, the incident group demonstrated significantly lower scores on workplace support systems (received help at work, collegial value congruence), teacher–child interaction quality (negative emotional expression frequency, positive responsiveness to children, and teaching self-efficacy), and family–school relationship quality (parental trust and parent–teacher communication satisfaction), along with a stronger tendency toward external attribution of responsibility. The findings suggest that inappropriate disciplinary behavior does not primarily stem from moral deficits or erroneous beliefs, but rather represents a failure of professional practice under conditions of resource depletion, professional isolation, and family–school conflict. Practical implications for systemic prevention through teacher psychological support, optimized working conditions, and strengthened family–school partnerships are discussed.