構成澳門幼師身心疲憊的影響因素：被同儕拒絕及自尊心受損

當幼師發現同儕在工作上遇到困難時，會向他們提供幫助，其中包括教學方法和其他信息的分享。但提供幫助時若被同儕拒絕，幼師會有何反應呢？筆者基於一項有關助人被拒的反應理論為藍本，透過問卷探討195 位幼師當向同儕提出幫助時被拒的感受和反應。筆者預測幼師被拒時不但感到不安，而且自尊受損，繼 而作出保護反應，其中，自尊心較高的幼師在被拒時反應會比自尊心較低的幼師強烈。結果顯示幼師的反應符合筆者的預測。
It is likely that when preschool teachers fi nd the peer teachers encountering difficulties in their work, they will offer help to such peers, with the help pertaining to ways of guiding children or sharing of other relevant information. Yet, if the offer of help to peers is refused by the peers, how would the teachers react? Based on a model on reactions of rejected helpers that the authors developed earlier, the authors examined, in the present study, the feelings and reactions of preschool teachers when their offers of help were rejected by their peer teachers. The authors predicted that, when rejected, preschool teachers would experience negative emotions and also threat to their self-esteem, which would in turn lead them to engage in self-protective actions. In addition, the reactions of teachers with higher self-esteem would be stronger than the reactions of teacher with lower self-esteem. The results of a survey of 195 preschool teachers in Macau lent support to the hypotheses. Copyright © Hong Kong Teachers' Centre 2010. The journal web site is located at http://www.edb.org.hk/hktc/index.aspx?id=20060614161412&lang=t