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題名:高中教師自我效能、工作壓力、教師學習與工作滿意度關係之研究
作者:謝佳懿
作者(外文):Chia-Yi Hsieh
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:楊國德
學位類別:博士
出版日期:2013
主題關鍵詞:高中教師自我效能工作壓力教師學習工作滿意度senior high school teacherself-efficacyjob stressteacher learningjob satisfaction
原始連結:連回原系統網址new window
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本研究旨在探討高中教師在自我效能、工作壓力、教師學習與工作滿意度間之關係。研究的主要目的在於瞭解:(1)教師在自我效能、工作壓力、教師學習以及工作滿意度的差異情形,(2)教師自我效能、工作壓力、教師學習以及工作滿意度間的相互關係,(3)教師自我效能、工作壓力、教師學習、工作滿意度等變項的構面間之關係,(4)教師背景變項及自我效能、工作壓力、教師學習等因素影響工作滿意度之路徑。
為達到上述目的,本研究以台灣的公立與私立高中教師為對象,採取問卷調查法,以自行編製之「高中教師體驗調查問卷」–包含(1)自我效能量表、(2)工作壓力量表、(3)學習量表及(4)工作滿意度量表等四個量表–為研究工具,計發出問卷610份,收回576份,有效樣本558人,問卷有效率91.5%。
根據研究發現獲致的結論如下:
一、私立高中教師之教師自我效能顯著高於公立高中教師。
二、女性高中教師的整體教師「工作壓力」顯著高於男性教師。
三、30-39歲教師組和60歲以上教師組之整體「教師學習」分數顯著高於40-49歲教師組。
四、教師的整體工作滿意度,未滿30歲組及50-59歲組顯著高於30-39歲和40-49歲教師。
五、在「教師學習」分數上,兼行政教師均顯著優於兼導師、專任教師及代理代課教師。
六、不同任教科目顯著影響高中教師的自我效能、工作壓力、以及教師學習。
七、自我效能、工作壓力、教師學習與工作滿意度之間,有密切多元的關係存在,彼此之間具有相互預測力。
根據上述結論,提出相關建議供教師進修、學校行政及未來研究之參考。
The study aims to explore teachers’ self-efficacy, job stress, teacher learning and job satisfaction among senior high school teachers. The study seeks to know (1)the differences between theses four factors among teachers, (2)the relationships between these four factors, (3)if teacher’s self-efficacy, job stress, teacher learning can predict job satisfaction, (4)show routes of background variables, self-efficacy, job stress and teacher learning influence the teachers’ job satisfaction.
The study adopted the questionnaire survey and the “Senior High School Teacher Experience Questionnaire” was used as the tool. Total 610 questionnaires were distributed, 576 questionnaires retrieved, there are 558 valid subjects (sample validation 91.5%).
According to finds of the research, the conclusions are as follows:
1.Private school teachers have higher self-efficacy than public school teachers.
2.Female teachers’ overall job stress is significantly higher than male teachers.
3.Teachers of ages 30-39, and ages over 60 showed significant higher scores on teacher learning than those age between 40 to 49.
4.Teachers younger than 30 and those age 50-59 are significantly more satisfied with the job than teachers’ age between 40 to 49.
5.Teachers attending administrative postions show significant higher scores on teacher learning than other other teachers.
6.Teaching different subjects significantly affects teachers’ self-efficacay, job stress and teacher learning.
7.There are multitude relationships between teachers’ self-efficacy, job stress, teacher learning and job satisfaction; the four factors are capable of predicting each other’s inclination.
Based on the findings of the study, suggestions are made for teachers’ continuing education and school administration, and ideas are proposed for future researches.
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