澳門幼師被同儕拒絕：自尊的影響及應付方法

當幼師發現同儕在工作上遇到困難時，多會向他們提供幫助，例如教學方法和其它信息的分享。但提供幫助時若被同儕拒絕，幼師會有何反應呢？我們基於一項有關助人被拒的理論為藍本，透過問卷探討229位幼師當向同儕提出幫助時被拒的感受和反應。我們預測幼師連番被拒將引致自尊受損，而自尊心較高的幼師，其自尊心受損的程度比自尊心較低的幼師更強烈。本研究亦探討自尊心高或低的幼師採用甚麼方法面對被拒的窘境。結果顯示幼師的反應大致符合我們的預測。
When preschool teachers find peer teachers encountering difficulties in their work, they are likely to offer help to such peers, with the help pertaining to, for instance, ways of guiding children. 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, the authors examined, in the present study, the feelings and reactions of preschool teachers when their offers of help were repeatedly rejected by their peer teachers.The authors predicted that, when rejected, preschool teachers would experience a threat to their self-esteem, and that teachers with higher self-esteem would experience stronger threat. Another objective of the study was to examine how teachers with higher or lower self-esteem coped with refusal of help by peers. The results of a survey of 229 preschool teachers in Macau lent support to most of the hypotheses. Copyright © 2011 華東師範大學.