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  • 學位論文

桃園縣國中教師彰權益能與工作滿意度關係之研究

The Relationship between Teacher Empowerment and Job Satisfaction of the Junior High School Teachers in Taoyuan County

指導教授 : 張淑慧
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摘要


桃園縣國中教師彰權益能與工作滿意度關係之研究 摘 要 本研究旨在瞭解桃園縣國民中學教師彰權益能與工作滿意度之現況,及比較不同教師背景變項在桃園縣國民中學教師彰權益能與工作滿意度之差異情形,並探討教師彰權益能與工作滿意度的關係。本研究以問卷調查法來收集所需資料,研究對象以任教於桃園縣58所公立國民中學之教師為主要對象,並以分層隨機抽樣方式取39所學校,共計發放問卷689份,回收並剔除無效問卷後計565份,有效回收率為82﹪。資料處理採描述分析、t考驗、單因子變異數分析、積差相關分析、多元逐步迴歸分析等統計分析方法。 本研究主要結論為: 一、 整體教師彰權益能知覺的平均得分為3.01分,屬於高等程度;教師彰權益能各向度的平均得分,由高至低依序為:專業知能、自我效能、專業自主、專業進修、專業權威、參與決策。 二、 整體教師工作滿意度的平均得分為2.85分,屬於中上程度;教師工作滿意度各向度的平均得分,由高至低依序為:人際關係、工作本身、工作變動性、工作環境、晉升進修、行政領導與溝通、薪資福利。 三、 國民中學教師性別、教育程度、服務年資、職務、學校地區等背景變項,在教師彰權益能上達顯著差異;修習教育學程地點、任教領域、學校規模等在教師彰權益能上無顯著差異。 四、 國民中學教師教育程度、修習教育學程地點、職務及學校地區等背景變項,在教師工作滿意度上達顯著差異;性別、服務年資、任教領域、學校規模等在教師工作滿意度上無顯著差異。 五、 國民中學教師之彰權益能與工作滿意度具有顯著正相關。 六、 桃園縣國中教師彰權益能各向度中,專業自主、專業權威、自我效能可以有效預測工作滿意度,以專業權威最具預測力。 本研究最後根據研究發現提出數項建議,供教育行政機關、國民中學、國中教師與未來相關研究的參考。 關鍵詞: 工作滿意度、教師彰權益能、國民中學

並列摘要


The Relationship between Teacher Empowerment and Job Satisfaction of the Junior High School Teachers in Taoyuan County Abstract The present study investigates the relationship between teacher empowerment and job satisfaction of the Junior High School Teachers in Taoyuan County. The subjects were consisted of 689 junior high school teachers sampled from 689 junior high schools. Five hundred and sixty-five subjects returned completed questionnaires, and the valid return rate was 82%. The statistics used in the present study were t test single oneway ANOVA, Pearson correlation , and stepwise multiple regression. The results were as the following: 1. The average overall score of all dimensions regarding teacher empowerment was 3.01, which was considered as high level. The order of the highest ranking to the lowest was professional knowledge, self-efficiency, professional autonomy, professional growth, professional authority, and participation in decision-making. 2. The average overall score of all dimensions regarding job satisfaction was 2.85, which was considered as moderate level. The order of the highest ranking to the lowest was interpersonal relationship, the work, the work variety, working conditions, promotion, administrative leadership, and benefit. 3. There were significant differences between various background groups ( gender, educational level, working years, positions, school area) in terms of teacher empowerment of junior high school teachers. 4. There were significant differences between various background groups (educational level, the channel to earn certificate, position, and school area) in terms of job satisfaction of junior high school teachers. 5. Significant positive correlation were found between teachers’ empowerment and their job satisfaction. 6. Teachers’ empowerment could predict their job satisfaction. Professional authority is the most powerful predictor in the regression. Based on these findings, suggestions and implications are provided for authorities of education, the junior high school administrator, junior high school teachers and future researchers. Keywords: job satisfaction, teacher empowerment, junior high school

參考文獻


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