幼兒園主管正向領導、教保服務人員成長性思維與復原力之研究
陳禹伶
摘 要
本研究旨在探討幼兒園主管正向領導、教保服務人員成長性思維與復原力之現況與中介效果。隨著幼兒園教學工作的繁重與挑戰，教保服務人員面對壓力、挫折及多變的工作環境，需要具備較強的復原力與成長性思維以應對困難並促進專業成長。然而，目前尚缺乏系統性研究探討正向領導如何影響這些關鍵素質的發展。因此研究者運用文獻探討建立理論基礎，自編「幼兒園主管正向領導、教保服務人員成長性思維與復原力問卷調查」，以臺灣本島地區教保服務人員為研究對象，採系統隨機抽樣，共計發放738份紙本問卷，回收有效問卷為412份，接著進行資料統計分析，發現如下：
一、教保服務人員對「幼兒園主管正向領導」現況呈中高程度知覺，其中以「溝通知能的運用」層面為最高。對「成長性思維」現況呈中高程度知覺，其中以「積極思維」層面為最高。對「復原力」現況呈中高程度知覺，其中以「動機與職業適應性」層面為最高。
二、服務年資為5年(含)以下的教保服務人員在知覺幼兒園主管正向領導高於服務年資6年至10年、11年至20年及21年(含)以上的教保服務人員。服務年資為5年(含)以下的教保服務人員在知覺復原力方面高於年資落在6年至10的教保服務人員。不同身分別之教保服務人員在知覺復原力面向，進用身分為教保員者高於進用身分為教師之教保服務人員。
三、透過驗證性因素分析，反應出模型適配度良好，具有良好的信、效度。「幼兒園主管正向領導」對於「成長性思維」及「復原力」具有顯著正向影響力；「復原力」對於「成長性思維」具有顯著正向影響力。
四、幼兒園主管正向領導能透過復原力對成長性思維產生部分中介效果。
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、幼兒園主管、正向領導、成長性思維、復原力

A Study of the Relationship between the Preschool Principal Positive Leadership, Educators’ Growth Mindset and Resilience
Chen, Yu-Ling
Abstract
This study aims to explore the current status and mediating effects of preschool principals' positive leadership, preschool educators' growth mindset, and resilience.As the teaching workload in kindergartens becomes increasingly demanding and challenging, preschool educators need strong resilience and a growth mindset to cope with stress, setbacks, and the ever-changing work environment, in order to overcome difficulties and promote professional development. However, there is currently a lack of systematic research exploring how positive leadership influences the development of these key qualities. Therefore, the researcher establishes a theoretical foundation through literature review and develops the "Preschool Principals' Positive Leadership, Preschool Educators' Growth Mindset, and Resilience Questionnaire." The study targets preschool educators in Taiwan's main island and uses systematic random sampling. A total of 738 paper-based questionnaires were distributed, and 412 valid questionnaires were returned, resulting in a valid response rate of 55.8%. The data was then analyzed statistically, and the findings are as follows:
1. Preschool educators perceive the current status of "Preschool Principals' Positive Leadership" at a moderate to high level, with the "Use of Communication Skills" being the highest aspect. They perceive the current status of "Growth Mindset" at a moderate to high level, with the "Positive Thinking" aspect being the highest. They also perceive the current status of "Resilience" at a moderate to high level, with the "Motivation and Career Adaptability" aspect being the highest.
2. Preschool educators with 5 years of service (or less) perceive the positive leadership of preschool principals more highly than those with 6 to 10 years, 11 to 20 years, and 21 years (or more) of service. Preschool educators with 5 years of service (or less) also perceive resilience more positively than those with 6 to 10 years of service. Among different types of preschool educators, those with a position as an " educare giver " perceive resilience more positively than those with a position as a "Teacher."
3. Through confirmatory factor analysis, the model shows a good fit and exhibits strong reliability and validity. "Preschool Principals' Positive Leadership" has a significant positive influence on both "Growth Mindset" and "Resilience." Furthermore, "Resilience" has a significant positive influence on "Growth Mindset."
4. Preschool principals' positive leadership can exert a partial mediating effect on the relationship between resilience and growth mindset.
Finally, based on the findings of this study, recommendations are provided for early childhood education agencies and preschool educators for future research and practice.
Keywords: Preschool Educators, Preschool Principals, Positive Leadership, Growth Mindset, Resilience

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