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題名:國小教師正向心理資本與教學效能、工作滿意度及主觀幸福感關聯模式之建構與驗證
作者:林文正
校院名稱:高雄師範大學
系所名稱:教育學系
指導教授:陳密桃博士
吳裕益博士
學位類別:博士
出版日期:2012
主題關鍵詞:正向心理資本教學效能工作滿意度主觀幸福感pooitive psychological capitalteaching effectivenessjob satisfactionsubjective well-being
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(14) 專書(0) 專書論文(0)
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本研究旨在探討國小教師正向心理資本與教學效能、工作滿意度及主觀幸福感之關聯,以瞭解正向心理資本對主觀幸福感的直接影響,及正向心理資本是否透過教學效能及工作滿意度間接影響主觀幸福感。本研究採用問卷調查法,以全台本島地區公立國小教師為母群體,先抽取438位國小教師為預試樣本,進行量表信、效度分析;再以900位現職國小教師做為研究之正式樣本,分析不同背景變項在各研究變項之差異、並建構及驗證關聯模式。研究工具包含「基本資料表」、「正向心理資本量表」、「教學效能量表」、「工作滿意度量表」及「主觀幸福感量表」。本研究採用探索性因素分析、信度分析、驗證性因素分析、單因子多變量變異數分析及結構方程模式等統計方法,分析資料與驗證假設。
本研究結果如下:
一、國小教師的正向心理資本、教學效能、工作滿意度及主觀幸福感的測量模式契合觀察資料。
二、國小教師的正向心理資本與其「年齡」、「職務」、「年資」及「學歷」等變項有關聯;國小教師的教學效能與其「年齡」及「年資」等變項有關聯;國小教師的工作滿意度與其「性別」、「年齡」、「職務」、「年資」及「學校規模」等變項有關聯;國小教師的主觀幸福感與其「性別」、「年齡」及「年資」等變項有關聯。
三、國小教師的正向心理資本對主觀幸福感有直接效果;此外,工作滿意度在正向心理資本與主觀幸福感間有中介效果。
最後,本研究根據上述研究結論,提出具體建議,以供國小教師、學校行政單位、師資培育機構、教育行政機關及後續研究之參考。
The purpose of this study is to explore the relationships among the positive psychological capital, teaching effectiveness, job satisfaction, and subjective well-being of elementary school teachers. Furthermore, the study constructs the model and verifies the direct impact of positive psychological capital on subjective well-being to evaluate whether teaching effectiveness and job satisfaction are the mediators of the model.
A questionnaire survey is conducted in this study. The first data obtained from 438 teachers are employed to test the reliability and validity of all the scales. The second data from 900 teachers are meant to explore the differences between demographic variables and positive psychological capital, teaching effectiveness, job satisfaction, and subjective well-being; in addition, they are used to construct and verify the structural model.
The samples are collected and analyzed with instruments, including Basic Data, Positive Psychological Capital Scale, Teaching Effectiveness Scale, Job Satisfaction Scale and Subjective Well-Being Scale. Data obtained from the survey are analyzed by Exploratory Factor Analysis (EFA), Reliability Analysis, Confirmatory Factor Analysis (CFA), one-way MANOVA and structural equation modeling(SEM) .
The major findings of this research are as follows:
1.The scales are appropriate to evaluate elementary school teachers’ positive psychological capital, teaching effectiveness, job satisfaction and subjective well-being.
2.The elementary school teachers’ positive psychological capital differs according to age, position, seniority and education levels; their teaching effectiveness correlates with age and seniority; their job satisfaction correlates with gender, age, position, seniority and school size; their subjective well-being differs according to gender, age, and seniority.
3.The elementary school teachers’ positive psychological capital has a direct and positive effect on their subjective well-being. The relationship between positive psychological capital and subjective well-being is also mediated by job satisfaction.
According to the findings and conclusions, the study proposes the suggestions for elementary school teachers, school administrative offices, teacher-cultivated institutes, education administrative institutes and future researches.
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