本研究旨在探討教師社會支持、工作倦怠與教學效能之關係,以桃園縣國民小學為例,試圖了解桃園縣國民小學教師社會支持、工作倦怠與教學效能之現況,分析不同背景變項受試者對此三個變項之差異情形、談討三個變項之間的相關、預測及因果關係,並探究桃園縣各鄉鎮市國民小學在上述變項得分之群聚情形。本研究採問卷調查法,以桃園縣76所公立國民小學教師為研究母群,抽取998位教師為研究樣本,以「教師社會支持、工作倦怠與教學效能問卷」為研究工具實施調查。資料處理以描述性統計、t考驗、F考驗、積差相關、多元迴歸、結構方程式與階層集群分析等統計方法進行資料分析。本研究結果如下: 一、桃園縣國民小學教師社會支持、工作倦怠與教學效能之現況佳。 二、不同背景變項受試者對教師社會支持、工作倦怠與教學效能知覺有所不同。 三、教師社會支持、工作倦怠與教學效能呈現中度相關。 四、教師社會支持、工作倦怠對教學效能具有預測力。 五、教師社會支持、工作倦怠與教學效能三者之間具因果關係,教師工作倦怠是教師社會支持與教學效能的中介變項。 六、桃園縣各鄉鎮市國民小學在教師社會支持、工作倦怠與教學效能有群聚關係。 本研究依據上述結果,提出相關建議如下: 一、教育行政機關應增加辦理教材教法的實務研習進修活動。 二、校長應善用多元領導模式並形塑優質校園文化,建立多元溝通的管道。 三、 教師能主動參與學校行政事務,與同儕進行專業分享,形成合作學習之專業團隊。
This study was aimed to investigate the current situation, different background variables effect, correlations, forecast, and intermediary effect among social support, burnout and teaching efficacy of public elementary schools in Taoyuan County. The method adopted in this study was survey research. Adopting stratified random sampling, data were collected from 998 samples in 76 schools. All data collected were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, SEM, and cluster analysis. The conclusions are as follows: 1. The social support and teaching efficacy perceived by the teachers from elementary schools in Taoyuan County are significantly above theoretical average. The burnout by the teachers from elementary schools in Taoyuan County are significantly below theoretical average. 2. Teachers with different background variables have significantly different perception in social support, burnout and teaching efficacy of public elementary schools in Taoyuan County. 3. There is a moderate correlation between every two variables of social support, burnout and teaching efficacy. 4. Social support and burnout have the significant prediction toward teaching efficacy. 5. Burnout is a moderate variable between social support and teaching efficacy. 6. In Taoyuan County, every county city, township and town presents in different groups in this research with three variable scores. Based on the results above, the study offers suggestions : 1. Educational administration should apply practical learning Instructional Materials and Methods development activities. 2. Principals should make use of multidimensional model of leadership and shape the quality of campus culture, the establishment of multiple communication channels. 3. Teachers can take the initiative to participate in school administration, professional sharing with peers, forming cooperative learning professional team.