I’ve extracted the text from your PDF and here it is in full: --- # Abstract This study is to probe into the job satisfaction of Macao kindergarten teachers. The purposes of this study are as follows: 1. to know the job satisfaction and the difference levels of satisfaction of kindergarten teachers. 2. try to examine the application of the basic assumption of the theories of Need Hierarchy and Two-factor in Macao children education. 3. to analyse the relationship between different background attributes of kindergarten teachers and their job satisfaction. 4. to provide detail suggestions of how to increase job satisfaction of kindergarten teachers. It is hoped that this study can be served as a reference for schools, teachers, education authorities and teacher training institutions. The design of this study is as follows: The methodology is based on questionnaire. First, a careful review of relevant theories and documentations is done as the first step to establish the framework basing on the objective and subject of this study. Then a self-designed questionnaire entitled "Job Satisfaction of Macao Kindergarten Teachers" is employed as research instrument. Second, local Portuguese and English kindergartens are excluded in this study. 83 kindergarten teachers are served as samples. Statistical methods, such as SPSS means, t-test, one way ANOVA are applied to analyse data collected in this study. --- ## 1. Job satisfaction of kindergarten teachers - Mean of job satisfaction stands at medium level of the Likert chart, indicating the tendency of satisfaction. - According to the analysis of T.Kunnin Face Scale, teacher are satisfied with their job. - Among the six dimensions of the job satisfaction, teachers are most satisfied with "teaching work" followed by "work support", "work rewards", "working environment", and "advanced studies and seeking knowledge". Teachers are least satisfied with "School administration". - In the dimension of "work support", teachers are most satisfied with students' support and respect. Compared with salaries of other sectors, teachers are least satisfied with "work rewards" which includes welfare measures, such as holidays, medicare, housing subsidies, provident funds, retired pensions etc, and "advanced studies" which is composed of the in-house teacher trainings. --- ## 2. The Application of the Theories of Need Hierarchy and Two-factor to Macao's Children Education - Based on Maslow's theory, "teaching work" and "work support" (Esteem, Love/Belonging needs) scored higher. - "Advanced Studies" (Self-actualization) scored lower. - Based on Herzberg’s Two-factor theory, "teaching work" and "work support" (Motivating Factors) scored higher, while "advanced studies" scored lower. - "Working environment" (Hygiene Factor) scored lower as well. - Findings show Motivating and Hygiene Factors affect satisfaction simultaneously. Extrinsic Hygiene Factors alone are insufficient; intrinsic Motivating Factors are crucial. --- ## 3. Relationship between background attributes and teachers' job satisfaction - Age, marital status, years of service, schooling, position, school scale, administrative duties do not significantly affect job satisfaction. - Public vs private schools: public school teachers show higher satisfaction across all dimensions. - Salary differences: teachers earning 15,001 patacas+ are more satisfied than those earning less. --- ## Suggestions ### 1. To school administrators: - Use initiating structure and consideration. - Enrich educational administration and preschool education. - Expand administrative involvement and communication. - Relieve teacher work pressure. - Improve living security and reward systems. - Encourage advanced studies. - Improve working environment and equipment. ### 2. To teachers: - Pursue continuous advanced studies. - Participate in school affairs and communication. - Establish proper self-consciousness as kindergarten teachers. ### 3. To education authorities: - Organize seminars on leadership and practical issues. - Establish a teachers’ professional statute. - Increase education budget and improve teaching equipment/environment. ### 4. To teacher training institutions: - Organize professional training and seminars. - Improve scholarship and self-cultivation. - Increase advanced study opportunities.

摘要 本研究是探討澳門幼稚園教師工作滿足感之現況。 本研究目的為: 一,瞭解幼稚園教師工作滿意之現況及其差異情形。 二.應用「需求層次理論」和「雙因子理論」的基本假設,嘗 試探討兩種理論在澳門幼兒教育界的適用情形。 三.分析教師個人背景變項與教師工作滿足感的關係。 四,根據研究結果,提供增進教師工作滿足感的具體建議,作 為學校、教師、教育行政當局及師範訓練機構的參考。 本研究設計為: 在研究方法上以問卷調查法為主,首先閱覽相關理論及文 獻,根據研究目的及研究問題,擬訂研究架構,編製本研究之主 要研究工具「澳門幼稚園教師工作滿足感之現況調查問卷」,其次 以澳門幼稚園為研究範圍,去除預試及葡文和英文之幼稚園,以 全澳幼稚園教師為研究對象抽取樣本,獲得有效樣本為83人,調 查結果使用 SPSS 程式以平均數、t考驗、單因子變異數等統計方 式予以分析。 本研究之結論為: 一.教師工作滿足之現況 1. 教師在整體工作滿足感平均數在 Likert 五點量表的中點 以上,即偏向滿足。 2. 依據 T.Kunnin 的表情量表分析,教師對目前工作滿足情況 是偏向滿足的。 3. 教師在六項工作滿足感層面上,感到最滿足的是「教學工 作」,其次是「工作支持」,第三是「工作酬償」,第四是「工 作環境」,第五是「進修求知」,最不滿足的是「學校行政」。 4. 教師感到最滿足的是「工作支持」層面中的學生對教師的 尊重與支持,其次是「工作酬償」層面中的教師薪資待遇 與其他行業相比。而教師感到最不滿足的是的是「工作酬 償」層面中的學校的各項教師福利措施(假期、年資、醫療、 房屋津貼、公積金、退休金等)和「進修求知」層面中的校 內自辦的教師培訓活動。 二.「需求層次理論」和「雙因子理論」在澳門幼兒教育界 的適用情形 從 Maslow「需求層次理論」之分析,屬於尊重需求及愛與隸 屬需求的「教學工作」和「工作支持」的平均分較高,而最 高層次的自我實現需求的「進修求知」則較低。從 Herzberg 「雙因子理論」分析而言,屬於激勵因素的「教學工作」和 「工作支持」的平均分較高,但「進修求知」則較低,而屬 於保健因素的「工作環境」的平均分亦較低。由研究結果來 看,兩因素理論並未獲得充分支持,激勵因素和保健因素同 時影響著滿足和不滿足,但仍可看出滿足者較重視激勵因 素,不滿足者較傾向於保健因素,所以祗靠外在的保健因素 並不足以導致令人滿足的工作成果,必須積極關注個人內在 的心理激勵因素,才可有效地提升個人的工作表現。如適切 地運用 Maslow 之「需求層次理論」及 Herzberg 之「雙因子 理論」,兩理論在澳門幼兒教育界的應用,仍有其價值。 三.個人背景變項與教師工作滿足感之關係 1. 不同年齡、婚姻狀況、教學年資、學歷、職務、是否擔任 行政工作、學校規模、任教班級之教師在整體工作滿足感 和工作滿足各層面上並無顯著差異,因此,對幼稚園教師 的工作滿足感沒有影響。 2. 不同學校類別中,官立學校與私立學校的教師在整體工作 滿足感、對「教學工作」、「學校行政」、「工作支持」、「工 作酬償」、「進修求知」和「工作環境」的層面上均達顯著 差異水準,官校教師在這些層面的工作滿足感顯著高於私 校教師。 3. 不同薪資的幼稚園教師,在整體工作滿足感、對「工作酬 償」、「進修求知」、「工作環境」「學校行政」和「工作支持」 的層面上均有顯著差異。薪資在 15001 元或以上的教師較 諸薪資在10001-15000元及10000元或以下的教師較有滿足 感。 本研究之建議: 根據本研究結論及綜合澳門參與研究的幼稚園教師之實質意 見,茲提出以下建議: 一.對學校行政人員之建議 1. 學校行政人員宜善用倡導與關懷的層面。 2. 豐富教育行政和幼兒教育的專業。 3. 擴增行政參與,體驗彼此溝通經驗,促進校務的和諧運作。 4. 減輕教師的工作壓力。 5. 重視教師的生活保障,建立良好的工作酬償制度。 6. 鼓勵和支持教師進修,使教師不斷自我成長以實現教育之 抱負。 7. 改善教師工作環境,充實學校設備。 二.對教師之建議 1. 不斷進修,充實專業知能和溝通技巧。 2. 積極參與校務,瞭解學校運作及溝通型態。 3. 建立正確幼稚園教師之自我觀念。 三.對教育行政當局之建議 1. 多舉辦學校行政人員領導理論與實際問題之研討會。 2. 儘快完善教師職程。 3. 增加教育預算,協助學校充實教學設備和改善工作環境。 四.對師資培訓機構之建議 1. 積極辦理幼稚園教師在職進修及研習活動。 2. 改進幼稚園教師教育學養,增進對學校運作實務的瞭解。 3. 擴充學校行政人員與教師共同進修的機會。