本研究旨在探討教師工作投入、工作壓力與幸福感之關係,以桃園縣國民小學為例,試圖了解桃園縣國民小學教師工作投入、工作壓力與幸福感之現況,分析不同背景變項填答者對此三個變項之差異情形,並探討三個變項之間的相關、預測及因果關係。本研究採問卷調查法,以桃園縣63 所國民小學教師為研究母群,抽取800位教師為研究樣本,以「教師工作投入、工作壓力與幸福感問卷」為研究工具實施調查。資料處理以描述性統計、t 考驗、F 考驗、積差相關、多元迴歸與結構方程式等統計方法進行資料分析。本研究結果如下: 一、桃園縣國民小學教師工作投入現況呈現「高」工作投入,工作壓力屬於「中低」程度,幸福感則呈現「中高」程度表現。 二、不同背景變項填答者對教師工作投入、工作壓力與幸福感知覺有所不同。 三、教師工作投入與工作壓力呈現低度負相關,教師工作投入與幸福感呈現中度正相關,教師工作壓力與幸福感呈現中度負相關。。 四、教師工作投入、教師工作壓力對教師幸福感具有預測力。 五、教師工作投入、工作壓力與幸福感三者之間具因果關係,教師工作壓力是工作投入與幸福感的中介變項。
This study aimed to figure out the causality between teachers' “job involvement”, “job stress” and “well-being”. In order to analyze how background variables affect those three factors and to investigate the correlations, predictions and causality between the three factors; a questionnaire survey based on the elementary school teachers in Taoyuan County has been chosen as the research method. The sampling method of this research is random sampling; 800 teachers from 63 elementary schools in Taoyuan County have been chosen as respondents. All the collected data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, multiple regression and SEM analysis. The results showed that: 1.According to the results, the degree of “job involvement” to those respondents is high; the degree of “well-being” is middle to high, the degree of “job stress” is middle to low. 2.The background variables have strong influences to the three factors. 3.The correlation of “job involvement” to “job stress” is low-negative, to “well-being” is moderate-positive. On the other hand, the correlations between “job involvement” and “well-being” are moderate-negative. 4.“Job involvement” and the’ job stress”are significantly predictable toward “well-being”. 5.“Job stress” is the indicator (moderate variable) of “Job involvement” and “Well-being”.
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