本研究旨在探討新竹地區私立托嬰中心教保服務人員之專業成長、工作幸福感與組織承諾的現況，並分析不同背景對三個變項之影響，同時檢驗三者之間的相關性與預測關係，最終提出具體建議，以促進教保人員的專業發展及提升其工作幸福感與組織承諾。
本研究採問卷調查法，以新竹地區私立托嬰中心之教保服務人員為研究對象，共回收有效樣本 295 份。研究工具包含「專業成長量表」、「工作幸福感量表」及「組織承諾量表」三份結構式問卷。所得資料以 SPSS 統計軟體進行描述性統計、差異分析（獨立樣本t檢定、單因子變異數分析）、Pearson 積差相關分析及逐步多元迴歸分析，以釐清各變項間之關係。
本研究主要發現如下：（一）現況分析：教保服務人員在專業成長、工作幸福感與組織承諾三項指標上均達中高程度。其中，「專業進修」表現最佳，而「專業自主」得分相對較低；工作幸福感以「社會幸福感」表現最佳，「工作滿意度」相對較低；組織承諾方面，「情感性承諾」較高，「持續性承諾」相對較低。（二）背景變項差異：不同服務年資與薪資之教保服務人員在專業成長部分構面上有顯著差異，年資較高及薪資較高者有助於專業成長；工作幸福感亦受年齡、服務年資及學歷影響，職務以及薪資則未達顯著差異；組織承諾方面，服務年資與現任職務對整體承諾具顯著影響，年齡、學歷與薪資則未達顯著差異。（三）相關分析：三變項間均呈顯著正相關。其中，專業成長與工作幸福感之相關最高（r = .715，，高度正相關）；工作幸福感與組織承諾呈中度正相關（r = .640）；專業成長與組織承諾亦呈中度正相關（r = .425）。（四）迴歸分析：逐步多元迴歸分析結果顯示，工作幸福感之「工作滿意度」（β = .447）與「心理幸福感」（β = .222）對整體組織承諾具顯著預測力；情感性承諾主要由心理幸福感（β = .398）及工
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作滿意度（β = .340）共同預測；持續性承諾則主要由工作滿意度（β = .508）預測。整體而言，工作幸福感為影響教保服務人員組織承諾之核心因素。
根據上述研究發現，本研究提出以下建議：（一）對教育行政主管機關：建議完善托嬰教保人員之專業進修制度，提供多元在職培訓機會；同步建立心理支持資源與福利制度，並推動友善托育政策，以吸引並留住優質教保人才。（二）對托嬰中心經營者：建議建立支持性工作環境，適當的工作協助與心理情緒支援，重視正向組織氛圍；同時，提升專業成長支持制度與激勵措施。（三）對教保服務人員：建議主動參與在職進修及專業研習，積極提升自身專業知能；重視自身心理健康與工作調適能力，同時培養正向的工作態度與人際支持網絡，以強化工作幸福感及對機構的認同感。（四）對未來研究：建議未來研究擴大研究區域至全國，以提升研究之代表性；另外，也可以並結合質性訪談以豐富研究發現。

This study aimed to explore the relationships among professional growth, work well-being, and organizational commitment among early childhood educators in private infant daycare centers in the Hsinchu area. It further examined the influence of different background variables on these three constructs, analyzed the correlations and predictive relationships among them, and ultimately proposed recommendations to promote the professional development of early childhood educators and enhance their work well-being and organizational commitment.
A questionnaire survey method was employed in this study, targeting early childhood educators at private infant daycare centers in the Hsinchu area. A total of 295 valid samples were collected. The research instruments consisted of three structured questionnaires: the Professional Growth Scale, the Work Well-Being Scale, and the Organizational Commitment Scale. The collected data were analyzed using SPSS statistical software, employing descriptive statistics, inferential analyses (independent samples t-test and one-way ANOVA), Pearson product-moment correlation analysis, and stepwise multiple regression analysis to clarify the relationships among the variables.
The main findings of this study were as follows: (1) Status Analysis: Childcare service personnel demonstrated moderate-to-high levels across all three indicators of professional growth, work well-being, and organizational commitment. Among the sub-dimensions, "professional continuing education" scored highest, while "professional autonomy" scored relatively lower; "social well-being" was the highest-scoring dimension of work well-being, whereas "job satisfaction" was comparatively lower; regarding organizational commitment, "affective commitment" was higher, while "continuance commitment" was relatively lower. (2) Differences by Background Variables: Significant differences were found in certain dimensions of professional growth based on years of service and salary level, with greater seniority and higher salaries being conducive to professional growth. Work well-being was also affected by age, years of service, and educational attainment, while job position and salary did not reach significance. For organizational commitment, years of service and current job position had significant effects on overall commitment, whereas age, educational attainment, and salary did not reach significance. (3) Correlation Analysis: All three variables were significantly and positively correlated. The highest correlation was found between professional growth and work well-being (r = .715, a high positive correlation), followed by a moderate positive
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correlation between work well-being and organizational commitment (r = .640), and a moderate positive correlation between professional growth and organizational commitment (r = .425). (4) Regression Analysis: Stepwise multiple regression analysis revealed that the "job satisfaction" (β = .447) and "psychological well-being" (β = .222) dimensions of work well-being were significant predictors of overall organizational commitment. Affective commitment was primarily predicted by psychological well-being (β = .398) and job satisfaction (β = .340), while continuance commitment was primarily predicted by job satisfaction (β = .508). Overall, work well-being emerged as the core factor influencing the organizational commitment of early childhood educators.
Based on the above findings, the following recommendations were proposed: (1) For Educational Administrative Authorities: It is recommended to improve the professional continuing education system for early childhood educators by providing diverse in-service training opportunities, while simultaneously establishing psychological support resources and welfare systems, and promoting childcare-friendly policies to attract and retain high-quality childcare professionals. (2) For Operators of Infant Daycare Centers: It is recommended to establish a supportive work environment with appropriate work assistance and psychological-emotional support, with emphasis on fostering a positive organizational climate, while also enhancing professional growth support systems and incentive measures. (3) For Early Childhood Educators: Teachers are encouraged to proactively participate in in-service training and professional development workshops to enhance their own professional competencies, to attend to their psychological well-being and workplace adjustment, and to cultivate a positive work attitude and interpersonal support networks in order to strengthen their work well-being and sense of identification with their organization. (4) For Future Research: Future studies are recommended to expand the research scope to a national level to enhance representativeness, and to incorporate qualitative interviews to enrich and deepen research findings.

壹、中文部分
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