本研究旨在探討桃園市國中特教教師社會支持、專業承諾與幸福感之現況,並分析不同背景變項之差異、相關,並探討三者因果徑路關係。本研究採問卷調查法,以105學年度桃園市62所公立國中特教教師作為研究對象,以普查方式進行,計全市408位國中特教教師為研究樣本,以「國中特教教師社會支持、專業承諾與幸福感量表」為研究工具實施調查。問卷回收後,資料處理使用描述性統計、平均數考驗、變異數分析、皮爾遜積差相關與結構方程式等統計方法進行資料分析。本研究結果歸納如下: 一、桃園市國中特教教師社會支持、專業承諾與幸福感之現況均達到「高」的程度。 二、不同背景變項在社會支持與幸福感上有部分差異。 三、社會支持與專業承諾、專業承諾與幸福感、社會支持與幸福感均呈現高度正相關。 四、國中特教教師社會支持、專業承諾與幸福感三者間具有因果關係,且社會支持對幸福感不存在直接效果,必須透過專業承諾為中介變項對幸福感產生間接效果。
This study is aimed to explore the relationships among social support, professional commitment and well-being for junior high schools of the special education teachers in Taoyuan City.The method is the questionnaire survey. The approach adopts questionnaires and investigates 408 special education teachers from all of the schools in Taoyuan City.Collected data are analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and SEM. The results can be concluded as follows: 1.Special education teachers social support, professional commitment and well-being in Taoyuan city are achieves high degree. 2.Special education teachers with different background variables in social support, and well-being have some differences. 3.Social support and professional commitment, professional commitment and well-being , social support and well-being were highly correlated. 4.“Professional commitment” is a moderate variable between social support, and well-being.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。