大學教育學門教師工作投入與工作滿意度之研究

A Study of Job Involvement and Job Satisfaction of Education Faculty in Taiwan

黃雯芳(Huang Wen Fang)

指導教授 ： 高熏芳

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2010年)

https://doi.org/10.6846/TKU.2010.00758

摘要

本研究針對大學教育學門教師工作投入與工作滿意度進行了解，旨在探討全國大學教育學門教師工作投入情況，並瞭解大學教育學門教師工作滿意度，同時進一步分析不同背景大學教育學門教師的工作投入與工作滿意度的差異，以及大學教育學門教師的工作投入與工作滿意度的關聯。以「台灣高等教育資料」二零零五年大專教師調查問卷為基礎，擷取問卷中有關大學教育學門教師為對象，進行分層抽樣分析。
本研究結果顯示：
一、我國大學教育學門教師在工作投入所花的時間，較多的是「研究」及「輔導」層面，而較少的是「教學」及「服務」層面。
二、我國大學教育學門教師對於工作滿意的程度，較滿意的是「服務」層面，其次為「輔導」，再依次為「研究」、「教學」、「人際關係」、「整體看法」層面，最低的是「自身負擔」層面的程度。
三、性別、年齡、服務年資、學歷狀況、擔任職務、婚姻狀況、現任職級、有無子女等個人背景變項與學校背景變項之學校型態以及工作特性背景變項之教學策略有八項、課程設計有三項、對學生看法有五項等背景因素對大學教育學門教師，在工作投入的程度上有顯著差異。
四、性別、年齡、服務年資、學歷狀況、擔任職務、婚姻狀況、現任職級、有無子女等個人背景因素與學校背景因素--學校型態以及工作特性之教學策略背景變項有八項、課程設計背景變項有九項、對學生看法背景變項十九項等對大學教育學門教師，在工作滿意程度上有顯著差異。
五、大學教育學門教師工作投入之服務層面與工作滿意度之本身負擔、人際關係有顯著相關，且工作投入構面與整體看法滿意度層面部份顯著正相關。
根據研究結果，本研究提出以下建議：
一、對於實務之建議
（一）對大學教育學門教師之建議
1.應積極爭取改善工作模式與重視研究發表環境。
2.從影響工作投入變項因素中，依據個人實際情況適度調整工作投入時間。
3.從影響工作滿意度變項因素中，依據個人實際情況適度調整工作負荷量，爭取改善並重視學術工作環境。
（二）對大學教育學門學術研究環境的建議
應關注高退稿率下的惡質評審倫理問題，建構良性學術研究工作環境。
（三）對大學的建議
量身訂做工作績效評鑑模。
（四）對教育部的建議
重視師資培育的同時應注重師資培育者的工作投入與工作滿意，才能支持師資培育者投入優質的師資培育工作。
（五）對高等教育資料庫的建議
1.定期統合與充實資料。
2.資料庫的建立要多面向，能真正回應到大學教育學門教師的工作情形。
二、對於未來研究之建議
（一）在研究對象：作大學教師的研究。
（二）在研究方法方面：作多年期與時間序列的比較研究。

關鍵字

大學教育學門教師 ； 工作投入 ； 工作滿意度 ； 教育學門

並列摘要

This study is focused on the understanding of job satisfaction and job involvement of teacher educators, as well as analyzing the differences affected the job
satisfaction and job involvement of teacher educators, and the relationship between job satisfaction and job involvement. The data was retrieved from the “Database of
Taiwan’s Higher Education” of the 2005 surveys of university faculties.
The conclusions of the study are illustrated as the following:
1. Teacher educators spent most of their time on research and advising, while the least is for teaching and administrative duties.
2. The job satisfaction of the teacher educators in Taiwan, shows that service settings is the most satisfied, followed by counseling, then those in research, teaching, interpersonal relationship and of overseer. However, the least contentment comes from personal burdens for everything themselves.
3. Three main elements affect the efforts they put into their jobs are the differences in personal backgrounds of the teacher educators, the changes in school types, and the changes in working backgrounds. The personal backgrounds include: gender, age, experience, education level, job position and level, marital status and children. The changes in school types are private or public. The working backgrounds influence the eight forms of teaching strategies, three versions of syllabus and five ways of treating students.
4. Three main elements also affect the job satisfaction significantly. They are the differences in personal backgrounds of the teacher educators, the changes in school types, and the changes in working backgrounds. The personal backgrounds include: gender, age, experience, education level, job position and level, marital status and family. The changes in school types and working specialties have eight forms. The changes of lesson plan have nine forms. And the ways of treating students are nineteen forms.
5. Three main elements also affect the job satisfaction significantly. They are the differences in personal backgrounds of the teacher educators, the changes in school types, and the changes in working backgrounds. The personal backgrounds include: gender, age, experience, education level, job position and level, marital status and family. The changes in school types and working specialties have eight forms. The changes of lesson plan have nine forms. And the ways of treating students are nineteen forms.
Based on the conclusions, this study suggests the following:
A. Suggestions for the practices
1. Suggestions for the Teacher educators
（1）Actively seek to improve the working environment and emphasis on research.
（2）Adjust the amount of time put into work in accordance to factors affecting job involvement.
（3）Adjust the workload according to factors affecting job satisfaction, as well as asking for improvement of academic environment.
2. Suggestions for the Education Academic Communities
Pay attention to the criticisms on high rejection rates of the peer review of journal submissions.
3. Suggestions for the Universities
Design a specific faculty appraisal model according to the work conditions of teacher educators.
4. Suggestions for the Ministry of Education
Focus on the improvement of working conditions of teacher educators while emphasizing on the enhancement of quality for teacher education.
5. Suggestions for the Database of Higher Education
（1）Periodically collecting the related information.
（2）Improving the design of the system in order to fully reflect the work
conditions of teacher educators.
B. Suggestions for the future research
1. Research target: Comprehensive survey of all university faculties in different disciplines.
2. Research method: Chronologically comparisons of teacher educators over a long period of time.

並列關鍵字

teacher educators ； job involvement ； job satisfaction ； education faculty

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