師範大學師資培育學生生涯定向之調查研究

Abstract

本研究旨在探究師範大學師資培育學生在生涯定向的現況，特別聚焦其以「教師」作為職涯目標的確定性與安適感，並進一步分析不同個人背景與教職導向經驗在生涯定向之差異情形。研究對象為就讀三所師範大學並具備師資培育資格之學生，採用便利取樣和滾雪球取樣，以研究者自編之「師範大學師資培育學生生涯定向調查問卷」進行調查，共回收有效問卷451份。資料分析包括採用描述統計、獨立樣本t檢定、單因子變異數分析與皮爾森積差相關等統計方法。研究結果顯示，師資生在生涯定向的兩構面中，以「生涯確定」（M = 4.35）得分較高，明顯高於接近量尺中間值的「生涯安適」（M = 3.65），呈現「認知確定、情感不安」的現象。在個人背景變項方面，年級、師資生身分與性別在生涯定向表現上均有顯著差異；在教職導向經驗方面，具備從教意願、重要他人影響從教，以及曾參與教育相關之服務學習、實習與工讀等實務經驗者，其生涯定向表現亦顯著較佳。此外，生涯確定與生涯安適之間呈高度正相關，顯示個體對生涯方向越明確，其在職涯上的安適感也越強烈。基於研究結果，本研究針對師培單位和師資生提出具體建議，包括加強生涯輔導、增設教職初探課程與建立支持系統，以協助師資生釐清職涯方向，提升心理安適感，進而穩固其教職志向與投入意願。

This study aims to explore the current status of career orientation among pre-service teachers at normal universities, with a particular focus on their sense of career certainty and career comfort regarding the goal of becoming a teacher. Furthermore, it examines differences in career orientation based on students’ personal backgrounds and teaching-related experiences. The participants were students from three normal universities in Taiwan who had pre-service teacher qualifications. Using convenience and snowball sampling methods, a total of 451 valid responses were collected through a researcher-developed questionnaire titled Career Orientation Survey for Pre-service teachers at Normal Universities. Data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson's product-moment correlation. The results revealed that among the two dimensions of career orientation, students scored higher on career certainty (M = 4.35) than on career comfort (M = 3.65), indicating a phenomenon of "cognitive clarity but emotional unease." Significant differences were found in career orientation scores across different personal background variables, including grade level, teacher education status, and gender. Regarding teaching-oriented experiences, those who expressed willingness to pursue a teaching career, were influenced by significant others, and had participated in education-related service learning, internships, or part-time work exhibited significantly better career orientation. In addition, a strong positive correlation was found between career certainty and career comfort, suggesting that greater clarity in career direction is associated with a stronger sense of psychological comfort in one's career path. Based on these findings, this study offers concrete suggestions for teacher education institutions and students, including enhancing career counseling, providing exploratory courses on teaching careers, and establishing support systems to help pre-service teachers clarify their career goals, improve their sense of well-being, and strengthen their commitment to the teaching profession.