以質化與量化研究法探討教師敬業與教師自我效能：F學校教師為研究對象

本研究旨在探討教師的教師敬業與教師自我效能在國內教育系統之實際意涵，以及兩者與教師工作滿足感與組織承諾之關聯性。首先，透過質化研究方法，以教師撰寫的教學故事做內容分析，並根據內容分析結果檢視教師敬業與教師自我效能之理論構面在教學實務中之展現。其次，透過量化研究方法，以個案學校教師為樣本，發出調查問卷75份，回收66份，有效回收率為88%，以描述性統計、獨立樣本t檢定、變異數分析、積差相關、結構方程式模型進行統計分析，研究結果顯示背景變項與研究變項存在部分關聯性，並且教師敬業與教師自我效能存在正向關聯性，此二變項與教師工作滿足感及教師自我效能亦呈現正向關聯性，此結果驗證本研究探討之教師敬業、教師自我效能兩構念具有構念效度。。最後，研究者從個案資料中推導出八個命題。例如：教師敬業與教師自我效能對於學生學習成效有正向影響效果，教師年齡、教師團隊合作分別與教師敬業有正向關聯性，職務輪調、挑戰與變革分別與教師自我效能有正向關聯性，組織氣候可強化教師工作滿足與組織承諾。這些現象可能來自於個案學校的獨特性或是台灣的教育體系，研究建議未來可擴及幼兒園到高中全面性的研究，將研究層面擴及各級學校與公私立學校，做更廣泛的比較研究。

關鍵字

教師敬業；教師自我效能；組織承諾；工作滿足感

並列摘要

The aims of this research are to examine the real-life meanings of teachers’ engagement and self-efficacy in Taiwan’s educational system, and the relationships between each variable and job satisfaction and organizational commitment. First, the researcher conducted a qualitative approach utilizing the content analysis method to analyze narratives in stories by teachers to examine how the concept of teacher’s engagement and self-efficacy appears in actual teaching contexts. In addition, the researcher conducted a quantitative approach and collected a sample of 75 anonymous questionnaires from teachers in a school, with 66 returned and an 88% response rate. Techniques of descriptive statistics, t-test, ANOVA, correlation, and Structural Equation Modeling were used for the analysis. Our results showed that several demographic variables significantly correlated with the study variables, and teacher’s engagement was positively correlated with teacher’s self-efficacy. The two variables were also related to teacher’s job satisfaction and organizational commitment, verifying the construct validity of teacher’s engagement and self-efficacy. Lastly, the resesarcher proposed eight propositions from the study results. Examples are: Teachers’ age and team cooperation is each positively related to teacher’s engagement; job rotations, challenges and changes is each positively related to teacher’s self-efficacy; school climate has an effect on teachers’ job satisfaction and organizational commitment. These propositions are partly derived from the uniqueness of our case school or from the characteristics of Taiwan’s education system. Recommendations for future studies include increasing the sample size by extending to different grade levels and covering both public and private schools.