本研究旨在瞭解臺北市國中特教教師情緒管理程度與工作滿意度之現況及關係,並探討不同背景變項之教師,在情緒管理與工作滿意度上的差異。研究採問卷調查法,以全面普查方式進行,總計發放382份問卷,回收問卷330份,經剔除無效問卷後,有效問卷共324份,有效回收率84.8%。資料回收後採用描述性統計及皮爾森積差相關進行資料的分析與討論,所獲致之結論如下。 一、臺北市國中特教教師之情緒管理達中高程度,以「情緒覺察」最高,「情緒表達」最低。 二、臺北市國中特教教師以男性、50歲以上、已婚、特教學分班或輔系專業背景、特教年資20年以上,以及兼任行政或導師之情緒管理程度較高。 三、臺北市國中特教教師工作滿意達中高程度,以「人際關係」最滿意、「行政視導」最不滿意。 四、臺北市國中特教教師以男性、50歲以上、已婚、特教學分班或輔系專業背景、特教年資20年以上,以及兼任導師之工作滿意度較高。 五、臺北市國中特教教師情緒管理程度與工作滿意度間有關連。 最後根據本研究結果,對教育行政機關、學校與教師個人,以及後續相關研究提出具體之建議,以供參考。
The purpose of this study was to explore the extent and the correlation of the perceived emotional management and job satisfaction for the special education teachers in the junior high school of the metropolitan area, and furthermore, to analysis the diversity between different background variable teachers. This study adopted the method of questionnaire survey. Through census, a total number of 382 teachers were investigated. 324 copies of valid samples were retrieved, and the valid return rate was 84.8%. The quantitative data was analyzed by the SPSS version 17.0 for the descriptive statistics and pearson product-moment correlation . The major findings are as follows: 1.The special education teachers experienced intermediate-high level of emotional management, with emotion recognizing being the most superior and emotion verbalization being most inferior. 2.The male, married, age over 50 years old, with professional backgrounds of special education credit classes or minor, over 20 years special education seniority and part-time administrator or homeroom teacher perceives higher emotional management. 3.The special education teachers experienced intermediate-high level of job satisfaction , with colleague relationship being the most superior and administrative overlook as most inferior. 4.The male, married, age over 50 years old, with professional backgrounds of speccial education credit classes or minor, over 20 years special education seniority and part-time homeroom teacher perceives higher job satisfaction . 5.There is an intermediate positive correlation between emotional management and job satisfaction. Based on the results of this study, suggestions for the educational administrative, schools, teachers and future researches are proposed.
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