參與靈性學習課程者自我概念與工作滿意度關係之研究

本研究旨在探討參與靈性學習課程者自我概念與工作滿意度關係之研究。本研究之研究目的共計五個：(一)瞭解參與靈性學習課程之福智學員其自我概念與工作滿意度之現況。(二)探究參與靈性學習課程不同之背景變項之福智學員對自我概念與工作滿意度之差異情形。(三)瞭解參與靈性學習課程之福智學員其自我概念與工作滿意度之相關情形。(四)探討參與靈性學習課程之福智學員其自我概念是否對工作滿意度具有預測力。(五)根據研究結果，提出建議，以供相關企業機構及未來研究之參考。本研究之研究工具為參考國內外相關文獻所編制之結構式問卷，問卷內容包含個人基本資料、自我概念調查量表及工作滿意度調查量表。研究對象是彰化地區參與靈性學習課程之福智學員，共500位學員參與此研究。所得問卷資料並以SPSS 18.0軟體，進行平均值、標準差、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸等統計分析。資料分析結果如以下五點說明：一、參與靈性學習課程者自我概念覺知屬中上程度，尤其是「自我覺察」層面最佳，而「自我認知」層面略低二、參與靈性學習課程者其工作滿意度達中上程度，並且以「人際互動」之層面滿意度最高，而「升遷管道」較低三、參與靈性學習課程者自我概念會因教育程度、健康狀況、服務年資及參與課程之不同而有顯著之差異存在四、參與靈性學習課程者工作滿意度會因教育程度、健康狀況、職業及服務年資之不同而有顯著之差異存在五、參與靈性學習課程者自我概念越高，其工作滿意度之覺知越好，其中在「自我認知」及「自我覺察」方面都具有對工作滿意度之預測力，而又以「自我覺察」之預測力較高。關鍵字：靈性學習、自我概念、工作滿意度

關鍵字

靈性學習；自我概念；工作滿意度

並列摘要

This research aims at evaluating the relationship between self-concept and job satisfaction of participants taking spiritual learning courses. The main purposes of this research are as follows: understanding the situation of spirituality learning participants’ self-concept and job satisfaction, analyzing the difference of demographic data on self-concept and job satisfaction. Figuring out the correlations between self-concept and job satisfaction and exploring the predictive power toward job satisfaction based on self-concept. Based on the suggestions of research literatures, the structural questionnaire contained personal information, self-concept questionnaire and job satisfaction questionnaire served as research tool in this study. This research surveyed a total of 500 participants who joined the curriculum of spirituality learning. The collected data was processed by SPSS 18.0 software package with descriptive statistics (mean and standard deviation), t-test, one-way ANOVA, Pearson product-moment correlation and regression analysis method. The results revealed are as follows： 1.A greater awareness of self-concept of the participants, especially in the dimension of self-awareness. 2.Average satisfactory of job satisfaction is achieved from spirituality learning participants especially in the dimension of interpersonal interaction. 3.The factors that influence participants of spirituality learning that self-concept are education, health, seniority and different curriculum. 4.The demographic that influence participants of spirituality learning that job satisfaction are education, health, jobs and seniority. 5.Participants of spirituality learning showed better attitude toward their self-concept, also performed better job satisfaction. The self-awareness was the most significant predictive factor. Key words: spirituality learning, self-concept, job satisfaction.