幼教老師教學制控信念與專業成長對工作滿意度影響之結構方程模式檢定：以臺東縣爲例

Exploring the Relationships of Teaching Locus of Control, Professional Growth, and Job Satisfaction among Preschool Teachers in Taitung by Use of Structural Equation Modeling

李承傑(Cheng-Chieh Li) ； 趙曼妏(Man-Wen Chao)

《慈濟大學教育研究學刊》 6期 (2010/07) Pp. 31-50

https://doi.org/10.6754/TCUJ.201007.0031

摘要

過去對於工作滿意度的研究集中在國中小教師或校長，而本研究與先前研究不同之處，在探討臺東縣幼教老師的教學制控信念與專業成長對工作滿意度的影響。本研究使用「2008年臺東縣教師普查」，針對臺東縣公私立幼稚園與托兒所教師243份樣本，試圖採用結構方程模式(Structural Equation Modeling, SEM)來檢定幼教老師的教學制控信念與專業成長對於工作滿意度的影響。結果顯示：幼教老師專業成長對於工作滿意度有正向顯著影響：不過，幼教老師的教學內外控信念對於工作滿意度卻都沒有顯著影響，與其他研究結果不相同，未來值得再深入探討。

關鍵字

幼教老師 ； 工作滿意度 ； 制控信念 ； 專業成長 ； 結構方程模式

並列摘要

Previous studies about job satisfaction focused on elementary or secondary school teachers, and even principals. The purpose of this study, however, is to explore the relationships of teaching locus of control, professional growth, and job satisfaction among preschool teachers in Taitung. The researchers used data from the Taitung Teachers Survey of 2008. There were 243 preschool teachers surveyed. The researchers took the Structural Equation Modeling as a statistical method to test their hypotheses. The results of this study are as follows: regardless of the internal or external controls, they have no significant effects on job satisfaction. Nevertheless, professional growth among preschool teachers has a significant and positive effect on their job satisfaction. Finally, the researchers offer some suggestions for future studies, and concerned authorities, as references on the basis of the results.

並列關鍵字

preschool teachers ； job satisfaction ； locus of control ； professional growth ； Structural Equation Modeling SEM