幼托整合政策迄今已施行數年，不僅影響了幼兒園組織、制度內涵，更 對幼教第一線的教保服務人員產生相當大的衝擊。本研究旨在探討新竹市 公、私立之教保服務人員工作壓力與情緒勞務現況，並分析兩者間關係。資 料分析顯示教保服務人員知覺工作壓力屬中下程度，情緒勞務屬中上程度； 部分背景會造成教保服務人員工作壓力與情緒勞務表現上的顯著差異；整體 工作壓力與情緒勞務之相關係數為.151（p <0.01）；工作負荷對情緒勞務的表 層演出有顯著正向影響（R2為.090，p <0.05）；班級經營與教學與情緒勞務的 真情流露間呈現顯著負相關（R2為.091，p <0.01）。依據研究結果，研究者針 對教保服務人員、學校行政單位及教育主管機關提出實務建議，俾利提升教 保服務人員教學環境與服務品質。

The kindergarten and nursery school integration policy has been implemented for several years now. This policy affects the organization and characteristics of kindergartens, in addition to exerting considerable effects on first-line preschool educators specialized in early childhood education. This study explored the current situation of preschool educators’ job stress and emotional labor in both public and private kindergartens in Hsinchu City and analyzed the correlation between them. The data analysis results revealed that preschool educators perceived a moderate to a low level of job stress, but they perceived emotional labor from a moderate to a high level. Part of the educators’ background was associated with significant differences in terms of their perception of job stress and emotional labor. The overall correlation coefficient between job stress and emotional labor was 0.151 (p<0.01). The surface acting of emotional labor was positively correlated with workload (R²=0.090, p<0.05). However, the deep acting of emotional labor exhibited a significant negative correlation with classroom management and teaching (R² = 0.091, p < 0.01). According to the research findings, this study offers practical suggestions to preschool educators, school administrative units, and educational authorities regarding the enhancement of their teaching environment and quality.