教師幸福感與知識分享關聯性之研究─以高雄市國民中學為例

Relationships among Well-being and Knowledge Sharing ─ A Case Study on Junior High School Teachers in Kaohsiung City

施宜君(Yi-Jun Shi)

指導教授 ： 楊崇宏

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

教師是陪伴學生成長與學習的重要角色，要教育出健全的學生，首先必須要有健全幸福的教師。而藉由團體的力量讓教師彼此互相成長，更是提昇教師幸福感促成健全教師的方法。本論文探討國中教師的幸福感與知識分享間的關係，幸福感的相關理論可以歸納成需求滿足理論、特質理論、判斷理論及動力平衡理論。而在知識分享的研究方面，包括知識分享的意涵、知識的種類與知識分享的理論基礎。本研究的對象以高雄市國中教師為母群體，採用「教師幸福感問卷」與「教師知識分享問卷」，實際有效問卷為472份。研究結果發現高雄市國民中學教師幸福感與知識分享現況屬於中上等級，不同任教年資的教師對幸福感與知識分享有顯著差異，且教師幸福感與知識分享呈現中度正相關。

關鍵字

國中教師 ； 幸福感 ； 知識分享

並列摘要

Teachers play the important roles during the process of students’ growing and learning. To facilitate good education for students, teachers should be well educated, firstly, and retain fine characteristics for being a good teacher. An effective way for improving teachers well being is knowledge sharing among teachers. In this paper, the relationships between teacher’s well-being and knowledge sharing were investigated. The theory about well-being research include: uses and gratification theory, personality traits, social judgment theory, and dynamic equilibrium theory. Furthermore, the knowledge sharing theory explored in this thesis are definition of knowledge sharing, classification of knowledge kinds, and knowledge sharing theory. The sample space for this study is the junior high school teachers in Kaohsiung City, and two questionnaires are used to collect the required data. In this study, 472 effective samples were collected. The results of this study include: (1) The level of teachers’ well-being and knowledge-sharing is higher than mid-level. (2) The factor, years of working experience, obviously affects the degree of well-being perceived and knowledge-sharing effectiveness. (3) Teachers’ well being is obviously correlated with knowledge sharing between teachers.

並列關鍵字

Junior High School Teachers ； Well-being ； Knowledge Sharing

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