教師專業認同與工作滿意度之探究

本研究旨在探討教師專業認同及工作滿意度間之關係。因近年來教育改革的不開推動，迫使教師在專業認同中重新定位自己在教學場域的角色及職責，由於教師專業認同有了新的認知，所以工作滿意度是否也會受到影響。本研究透過申請台灣後期中等教育長期追蹤資料庫104學年度學校人員問卷釋出之樣本，用來探討高級中等學校教師專業認同與工作滿意度之狀況，藉由統計分析，了解不同背景變項在教師專業認同及工作滿意度的差異情形及關係。本研究以IBM SPSS Statistics 23進行資料分析，資料分析結果如下：一、在不同背景變項中，教師專業認同與工作滿意度分數皆高於平均，顯示整體專業認同及工作滿意度皆屬中高程度。二、不同學制、年資之教師專業認同有顯著差異。三、不同性別、學制、年資之工作滿意度有顯著差異。四、教師專業認同對工作滿意度具有正向預測力。最後根據研究結果及發現提出建議，以供各教學單位或機關進行研究參考。

關鍵字

高中教師；專業認同；工作滿意度

並列摘要

This research aims to explore the relationship between teachers' professional identity and job satisfaction. This study used the samples released by the school staff questionnaire in the 104 school year by applying for the long-term tracking database of Taiwan’s post-secondary education to explore the professional identity and job satisfaction of teachers in senior secondary schools. Through statistical analysis, we can understand the variables in different backgrounds. The difference and relationship between teachers' professional identity and job satisfaction. The data analysis results are as follows: 1. In different background variables, the teacher's professional identification and job satisfaction scores are higher than average, indicating that the overall professional identification and job satisfaction are both medium and high. 2. There are significant differences in the professional identity of teachers with different educational systems and seniority. 3. There are significant differences in job satisfaction among different genders, educational systems, and seniority. 4. Teachers' professional identity has positive predictive power on job satisfaction.