摘 要

本研究旨在探討教保服務人員成長型思維、情緒智慧與教學表現之現況、三者間相關與中介效果。研究者透過文獻探討建立理論基礎，自編「教保服務人員成長型思維、情緒智慧、教學表現問卷調查」，以臺灣地區教保服務人員為研究對象，採系統隨機抽樣，共計發放964份紙本問卷，回收有效問卷為574份，有效回收率為59.54%，其後資料統計分析，發現如下：
一、 教保服務人員對「成長型思維」現況呈高程度知覺，其中以「面對挑戰與逆境」層面為最高。對「情緒智慧」現況呈高程度知覺，其中以「情緒覺察」層面為最高。對「教學表現」現況呈高程度知覺，其中以「班級經營」層面為最高。
二、 「成長型思維」與「情緒智慧」呈中度正相關。「情緒智慧」與「教學表現」呈中度正相關。「成長型思維」與「教學表現」呈中度正相關。
三、 服務年資為10年以上的教保服務人員在知覺成長型思維及情緒智慧高於服務年資3年至5年以下的教保服務人員。服務年資達10年以上的教保服務人員在知覺教學表現方面高於年資落在3年以下及3年至5年以下的教保服務人員。任教幼兒園規模在6班至10班之教保服務人員在知覺教學表現面向高於任教幼兒園規模在3班以下的教保服務人員。
四、 經驗證性因素分析，反應模型適配度良好，具有良好的信、效度。「成長型思維」對於「情緒智慧」及「教學表現」具有顯著正向影響力；「情緒智慧」對於「教學表現」具有顯著正向影響力。
五、 教保服務人員成長型思維能夠過情緒智慧對教學表現產生部分中介效果。
最後，依據本研究結果提出建議，供學前教育機關與教保服務人員未來研究之參考。

關鍵字：教保服務人員、成長型思維、情緒智慧、教學表現

Abstract

The purpose of this research is to investigate the current status of preschool educators’ growth mindset, emotional intelligence and teaching performance, and to discuss the relationship between these three variables and the structural models. To achieve the research’s purpose, a literature review is being conducted in order to establish the fundamental theory of this study and develop questionnaires. This study is recruiting preschool educators within Taiwan through systematic random sampling, issuing a total of 964 questionnaires, receiving 574 valid questionnaires, and totaling an effective response rate of 59.54%. After conducting statistical analysis of the data, the results are as follows:
1. The current situation of preschool educators’ growth mindset is at a high level. Among all aspects, facing challenges and adversity vision is the highest. Moreover, the current situation of preschool educators’ emotional intelligence is at a high level. Among all aspects, emotion awareness is the highest. Then, the current situation of preschool educators’ teaching performance is at a high level. Among all aspects, class management is the highest.
2. There is a moderate positive correlation between preschool educators’ growth mindset and emotional intelligence. Additionally, there is a moderate positive correlation between preschool educators’ emotional intelligence and teaching performance. Then, there is a moderate positive correlation between preschool educators’ growth mindset and teaching performance.
3. Preschool educators who have been working for more than 10 years show a higher awareness of growth mindset and emotional intelligence compared to those who have been working for 3 to 5 years. Furthermore, preschool educators who have been working for more than 10 years show a higher awareness of teaching performance compared to those who have been working for less than 5 years. Then, preschool educators who are severing in schools with 6 to 10 classes demonstrate a higher awareness of teaching performance compared to those who are severing in schools with less than 3 classes.
4. Within confirmatory factor analysis, all the model fits are good with available reliability and validity. Emotional intelligence and teaching performance are significantly and positively affected by growth mindset; teaching performance is significantly and positively affected by emotional intelligence.
5. The growth mindset of preschool educators has a partially mediated effect on teaching performance through emotional intelligence.

Finally, according to the research’s results, recommendations are provided for early childhood education administration agencies and preschool educators to use as reference for the future studies.

Keywords: Preschool Educator, Growth Mindset, Emotional Intelligence, Teaching Performance

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