| 摘要: | 本研究以桃園市客庄地區之公私立教保人員為研究對象，探討其參與客語教學之意願與驅力，並以激勵理論、語言政策、族群認同作為理論基礎。研究採質性訪談法，訪談八位參與客語教學經驗之教保人員，分析其於教學現場所面臨之助力與阻力。研究結果顯示，儘管原先假設族群屬性將顯著影響教學意願，然實際上，學校性質與制度支持對意願的影響更為顯著。教保人員普遍面臨語言能力不足、行政負擔與制度資源分配不均等問題，其中尤以行政壓力與語言學習困境為普遍阻力，這兩項阻力是影響其參與意願的大宗。
本研究亦引用赫茲伯格雙因子理論分析激勵與保健因子之作用。研究發現，若保健因子（如行政減量、語言支援）未被穩定提供，將可能削弱激勵因子（如成就感、文化認同）之正向效果。唯有將影響其意願的保健因子穩定，方能有效提升教保人員對客語教學的投入與持續性。最後，依研究結果提出四項政策建議：語言學習支援、行政負擔調整、激勵制度優化及擴增語言接觸場域，以期強化教保人員參與客語教學之永續性。
關鍵詞:客語教學、公私立、教保人員、雙因子理論;This study focuses on public and private early childhood educators in Hakka-speaking regions of Taoyuan City, aiming to explore their willingness and motivational drivers in participating in Hakka language instruction. Grounded in
motivation theory, language policy, and ethnic identity, the research adopts a qualitative interview method, involving eight educators with Hakka teaching experience. The study analyzes both the facilitators and barriers encountered in
practice, seeking to understand which motivational factors influence their willingness to engage in Hakka language education. Although the initial hypothesis assumed that
ethnic background would significantly impact teaching willingness, the findings indicate that school type and institutional support exert a more substantial influence.
Regardless of ethnicity, educators commonly face challenges such as limited language proficiency, administrative burdens, and unequal resource distribution. Among these,
administrative pressure and difficulties in language learning are the most frequently cited issues.
This study also applies Herzberg’s Two-Factor Theory to examine the roles of motivational and hygiene factors. The results reveal that if hygiene factors—such as reduced administrative workload and language support—are not consistently provided, the positive effects of motivational factors—such as a sense of achievement and cultural identity—may be diminished. Only by stabilizing these hygiene factors can educators’ sustained engagement and investment in Hakka language instruction be effectively enhanced. Based on these findings, four policy recommendations are
proposed: strengthening language learning support, reducing administrative burdens, optimizing incentive structures, and expanding opportunities for language exposure, with the aim of promoting long-term sustainability in Hakka language education.
Keywords: Hakka language instruction, public and private sectors, early childhood educators, Two-Factor Theory |
