本研究旨在探討中部地區特教教師工作壓力、工作承諾、工作滿足與工作績效之關係,並探討不同人口統計變項之特教教師在工作壓力、工作承諾、工作滿足與工作績效之差異情形。以中部地區特教教師為研究對象。本研究採取立意抽樣方式,共計發放250份問卷,回收250份,扣除填答不完全者等無效問卷10份,有效問卷共計240份,有效回收率為96 %。統計分析方式包含描述性統計分析、信度分析、獨立樣本t檢定、單因子變異數分析及結構方程模式,研究結果如下:(一)任教年段、特教任教年資、最高學歷、職務與學校類型之特殊教育教師在工作壓力上皆具顯著差異;(二)性別、特教任教年資之特殊教育在工作承諾上呈顯著差異;(三)不同性別、任教年段、職務的特殊教育教師在工作滿足上達顯著差異;(四)特教任教年資、職務之特殊教育在工作績效,具顯著差異;(五)工作承諾顯著正向影響工作滿足;(六)工作承諾顯著正向影響工作績效,且經由工作滿足間接影響組織承諾;(七)工作滿足顯著正向影響工作績效。
This study focus on the relationship among Job Stress, Job Commitment, Job Satisfaction and Job Performance for special education teacher in middle of Taiwan. Object of study was the special education teacher in middle of Taiwan. Sampling method was used conception of sampling, a total of 250 questionnaires were distributed, excluding 10 copies of respondents fill in missing and too regularity invalid questionnaires, the effective rate of 96%. Statistical method includes independent samples t-test, one-way analysis of variance and structure equation model. The results and conclusions are as follows: (1) teaching grade, teaching seniority, education level, duties and type of school were shown to be significantly different in job stress. (2) gender, teaching seniority were shown significantly different in job commitment. (3) gender, teaching grade and duties were shown significantly different in job satisfaction. (4) teaching seniority and duties were shown significantly different in job performance. (5) Job Commitment positive effect and significantly relationship on Job Satisfaction. (6) Job Commitment positive effect and significantly relationship on Job Performance. (7) Job Satisfaction positive effect and significantly relationship on Job Performance.