- 期刊
以雙元因素模式對教師工作倦怠量表構念的重新效度檢驗
A Construct Revalidation of the Teacher's Job Burnout Scale Using Bifactor Modeling
摘要
本研究試圖採用雙元因素模式（bifactor model）分析出屬於我國小學教師工作倦怠量表的最佳的因素結構。研究使用本人在2014年蒐集的419份樣本資料，問卷調查對象之母群體為台中市、雲林縣、嘉義縣、嘉義市、台南市及高雄縣市等。研究的結果發現，情緒耗竭、去人性化以及低成就感此三個特殊因素，情緒耗竭以低成就感具有足夠的變異可以作為特殊因素存在，而去人性化所存留的變異太低，因此此一因素不適合做為特殊因素。最後，透過雙因子模式的ECVI指標，可以告訴我們，要簡化教師工作量表的話，去人性化1、去人性化2、去人性化3等三題是最佳的代表題項。這個結果可以提供未來國小教師工作倦怠的研究的最佳因素結構，讓他們在做工作相關的後果預測時可以更為精確。
並列摘要
This study aims to use the bifactor model to analyze the optimal factor structure of the Job Burnout Scale for elementary school teachers in Taiwan. The research utilizes data collected by the author in 2014, comprising 419 samples. The survey population includes Taichung City, Yunlin County, Chiayi County, Chiayi City, Tainan City, and Kaohsiung City and County. The results indicate that emotional exhaustion, depersonalization, and reduced personal accomplishment are three specific factors. Among them, emotional exhaustion and reduced personal accomplishment have sufficient variance to exist as specific factors, while the remaining variance in depersonalization is too low for it to be considered a specific factor. Finally, through the ECVI index of the bifactor model, it can be concluded that if we aim to simplify the Job Burnout Scale for teachers, depersonalization items 1, 2, and 3 are the best representative items. This result provides the optimal factor structure for future research on job burnout among elementary school teachers, allowing for more accurate predictions of work-related outcomes.