本研究旨在探討幼保系實習教師的任教意願，並比較不同背景變項的幼保系實習教師在任教意願上的差異情形。主要研究工具為研究者自編之問卷調查，作為蒐集量化資料的工具，並以美和技術學院幼保系的150 位已完成實習的學生為研究對象。將研究所得結果以描述性統計、獨立樣本t考撿及單因子變異數分析等統計方法加以分析。根據資料分析結果，本研究所得的結論如下: 一、整體而言，幼保系實習教師的任教意願，得分情形均在中上程度。二、在幼保系實習教師自評任教意願的各層面上，依平均數高低排列，由高至低依序為：「工作認知」、「工作安定」、「工作發展」、「工作意向」及「工作報酬」。三、「年齡」、「實習園所規模」、及「實習園所區域」對實習教師的任教意願均無顯著差異。最後，研究者根據本研究的結果提出若干建議，以供教育行政主管機關、師資培育機構及幼保系實習教師參考。

The purposes of this study were to investigate the teaching willingness of pre-service teachers and the differences based on their background variables. A survey questionnaire designed by the investigator served
as the research instrument for this study. A sample of 150 pre-service teachers who enrolled in the ECEC department at the Meiho Institute of Technology in Pingtung, was selected for this study. Data gathered were analyzed through descriptive statistics, t-test, and one-way ANOVA. The results of this study are shown as follows: 1. Generally, the pre-service early childhood teachers in the Dep. of ECCE had were moderately high on teaching willingness. 2. The overall mean value of the five willingness areas in the pre-service early childhood teachers’perceptions were rated as follows: job cognition, job stability, job development, job intention, and job reward. 3. Different kinds of pre-service teachers’ background,
including age, school size, and school position have no significant difference on teaching willingness of pre-service teachers. According to the study outcomes, some concrete suggestions were brought up as references for the educational administers, the schools, and pre-service early childhood teachers who enrolled in the ECEC department.