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. Conclusions of this study are as follows: 1. Job satisfaction of kindergarten teachers a. Mean of job satisfaction stands at medium level of the Likert chart, indicating the tendency of satisfaction. b. According to the analysis of T.Kunnin Face Scale, teacher are satisfied with their job. c. 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". d. 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 According to the analysis based on Maslow's theory, the average points of the "teaching work" and "work support" which belong to Esteem Needs, Love and Belongingness Needs are higher. However, "Advanced Studies" which is part of the highest-level Self-actualization Needs is lower. Analysis based on Herzberg’s theory of Two-factor theory has found that the average points of the "teaching work" and "work support" which belong to Motivating Factors are higher, while "advanced studies" is lower. A finding also shows the average points of "Working environment" which is subordinate to Hygiene Factor is lower as well. According to the findings, the Two-factor theories are not fully supported. Motivating Factors and Hygiene Factors affect simultaneously satisfaction and dissatisfaction. But it shows those who are satisfied pay much attention to Motivating Factors; those who are dissatisfied are inclined to Hygiene Factors. Therefore, extrinsic Hygiene Factors will not be enough to bring about satisfactory work results. Work performance will not be escalated efficiently unless close attention paid to personal intrinsic Motivating Factors. If Maslow's theory of Need Hierarachy and Herzberg's theory of Two-factor can be used properly, these two theories are still of value to Macao's children education. 3. Relationship between background attributes and teachers' job satisfaction a. Teachers who have different age, marital status, years of service, record of formal schooling, position, scale of school , or if taking up administrative works or being in charge of a class do not have a difference in aspects of the overall job satisfaction and satisfactions of all job dimensions, thus these do not affect the job satisfaction of kindergarten teachers. b. In the categories of schools, teachers working in public schools or private schools have a big difference in job satisfaction and in dimensions of "teaching work", "school administration", "work support", "work rewards", "advanced studies and seeking knowledge" and "working environment". All dimensions of the job satisfaction of public school teachers are obviously higher than those working in private schools. c. Kindergarten teachers who get different salary show remarkable differences in the overall job satisfaction and dimensions of "work reward", "advanced studies and seeking knowledge", "working environment", "school administration" and "work support". Teachers with salaries of 15,001 patacas and above are more satisfied than those whose salaries range between 10,001 and 15,000 patacas, and those with a salary of 10,000 patacas and below. Suggestions of this study are as follows: According to the results of this study and the summary of substantial opinions of kindergarten teachers, the following suggestions are proposed: 1. Suggestions to school administrators: a. make best use of dimensions of initiating structure and consideration. b. enrich professions of educational administration and preschool education. c. expand the administrative involvement and exchange experience of communication so as to promote the harmonious of administrative affairs in school. d. relieve work pressure of teachers. e. pay attention to the living security of teachers and set up a good reward system. f. encourage and support the advanced studies of teachers so that they can fulfill self-cultivation and their education ideals. g. improve working environment of teachers and improve school equipment. 2. Suggestions to teachers: a. pursue continuous advanced studies and enrich professional skills and communicative skills. b. participate vigorously in school affairs and understand the operation of school and types of communication. c. establish a right self-consciousness of kindergarten teachers. 3. Suggestions to education authorities: a. organize seminars on leadership theories of school administrators and practical issues. b. establish a teachers’ professional statute as soon as possible. c. increase the budget for education and assist schools to meliorate teaching equipment and to improve working environment. 4. Suggestions to teacher training institutions: a. organize vigorously professional training and seminars for kindergarten teachers. b. improve the scholarship and self-cultivation of kindergarten teachers and enhance their understanding of operational affairs of school. c. increase advanced study opportunities for school administrators and teachers.

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。