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研究生:潘安堂
研究生(外文):An-Tang Pan
論文名稱:國民小學教師授能與工作滿意關係之研究
論文名稱(外文):The study of the relationship on teacher empowerment and job satisfaction in elementary school.
指導教授:吳政達吳政達引用關係
指導教授(外文):Cheng-Ta Wu
學位類別:碩士
校院名稱:國立暨南國際大學
系所名稱:教育政策與行政研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2001
畢業學年度:90
語文別:中文
論文頁數:188
中文關鍵詞:教師授能工作滿意
外文關鍵詞:teacher empowermentjob satisfaction
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國民小學教師授能與工作滿意關係之研究
摘 要
本研究旨在瞭解國民小學教師授能與工作滿意之現況,及其在不同教師背景下國民小學教師授能與工作滿意之差異情形,並探討教師授能與工作滿意的關係,做為後續研究的理論依據。經由文獻探討,設計研究架構,編擬調查工具,對台灣地區國民小學745位教師進行調查研究,藉由描述分析、t考驗、單因子變異數分析、積差相關分析、逐步迴歸分析等統計分析方法及程序,得到研究結果,希望提供教育行政機關、學校行政、學術研究及相關單位參考。
主要研究發現如下:
一、整體教師授能知覺的平均得分為3.57分,屬於中等程度;教師授能向度的平均得分,由高至低依序為:自我效能、專業成長、地位、自主、影響及作決定。
二、 整體教師工作滿意的平均得分為3.55分,屬於中等程度;教師工作滿意向
度的平均得分,由高至低依序為:同事關係、精神報酬、工作本身、薪資昇遷及行政領導。
三、國民小學教師性別、年齡、服務年資、教育程度、擔任職務及學校規模等背景變項,在教師授能量表上有顯著差異。
四、國民小學教師年齡、服務年資、教育程度、擔任職務及學校規模等背景變項,在教師工作滿意問卷上有顯著差異;僅性別無顯著差異。
五、國民小學教師授能與工作滿意具有顯著正相關。
六、教師授能向度可以有效預測工作滿意,各預測變項中以「作決定」具預測力。
提出建議如下:
一、 對教育行政主管機關的建議:包括(一)規劃與敦促立法機關制定完善的學校教育法制體系,以提供教師授能措施的法源基礎;(二)落實學校本位管理的評鑑與督導,保障教師更高的專業自主及決策等權利,以提高教師的工作滿意度。
二、對國民小學校長的建議:包括(一)遵守權責相符、專業分工的分際原則,並有接納權力結構調整、聆聽教師建言的雅量與勇氣;(二)發揮轉型領導的特質,結合教師授能的策略,建構充分授能的環境,改善教師的工作滿意。
三、對國民小學教師的建議:包括(一)教師授能是教育改革對教師的期望,教師應體認權責必須分明的問題;(二)積極充實教師專業知能,發揮專業自主的功能,以協助學校教育的進步與發展。
四、對後續研究的建議:包括(一)研究對象宜擴大至國中以上各級學校教師;(二)研究議題可再拓展。
【關鍵字】:教師授能、工作滿意
The study of the relationship on teacher empowerment
and job satisfaction in elementary school.
An-Tang Pan
Abstract
This research explores the teacher empowerment and job satisfaction of educators in public elementary schools, as well as differences in these two aspects amongst teachers of different backgrounds, to discuss the relationship between teacher empowerment and job satisfaction, for use as a theoretical basis for future research in related topics. Results were obtained through discussion of applicable literature, design of research framework, editor of research tools, and investigative research of 745 elementary school teachers in Taiwan, as well as statistical analysis tools including descriptive analysis, t-test , one-way analysis of variance, product-moment correlation, and stepwise multiple regression analysis. It is hoped that such results can be used for reference by education administration authorities, school administrations, scholastic researchers and related organizations.
Key research discoveries:
I. The average overall score of all topics regarding teacher empowerment was 3.57, an intermediate level. Dimensional ratings were self-efficiency, professional growth, status, autonomy, impact and decision-making.
II. The average overall score of all topics regarding job satisfaction was 3.55, an intermediate level. Dimensional ratings were coworker relations, mental reward, the work itself, salary & promotion and administrative leadership.
III. There was significant difference among the gender, age, years of service, academics degree, position, and school size for teacher empowerment of elementary school teachers.
IV. There was significant difference among the age, years of service, academics degree, position, and school size for job satisfaction of elementary school teachers.
V.Significant positive correlation between teacher empowerment and job satisfaction.
VI.Findings show that teacher empowerment about decision- making is the most powerful preditor among other variables for job satisfaction.
Suggestions:
I. Suggestions for school administrators: (1) Plan and urge legislative organizations to establish better educational legal systems, offering teacher empowerment measures as a foundation. (2) Increase job satisfaction through practical review, supervision and guidance of one’s own school, as well as guaranteeing higher levels of professional autonomy and decision-making.
II. Suggestions for elementary school principals: (1) Enact consistency in rights and responsibilities as well as a professional division of labor. In addition, accept revisions in the power structure and cultivate the kindness and courage to listen to teachers’ suggestions. (2) Develop the characteristics of transformational leadership, combine teacher empowerment strategies, create an environment of empowerment, and improve teacher satisfaction.
III. Suggestions for elementary school teachers: (1) Teacher empowerment is the goal of education reform for teachers, and teachers must therefore recognize the need to clearly distinguish rights and responsibilities. (2) Actively expand one’s own professional teaching knowledge and capability for professional autonomy in order to assist in the progress and development of the school’s education.
IV. Suggestions for future researchers: (1) Conduct further research adopting teachers of junior high school and higher levels of education as subjects. (2) Conduct research in a wider range of subjects.
Keywords: teacher empowerment, job satisfaction
目 錄
第一章 緒論....................................................1
第一節 研究動機與目的..........................................1
第二節 待答問題................................................3
第三節 名詞釋義................................................4
第四節 研究範圍與限制..........................................4
第二章 文獻探討................................................6
第一節 教師授能之理論與相關研究................................6
壹、授能之概念分析 ........................................... 6
貳、教師授能的概念及內涵......................................13
參、教師授能的向度 ...........................................28
肆、教師授能的測量............................................34
伍、教師授能的相關實證研究....................................37
第二節 工作滿意之理論與相關研究...............................41
壹、工作滿意的發展與意義......................................41
貳、工作滿意的內涵 .......................................... 44
參、工作滿意的測量. ..........................................51
肆、影響工作滿意的因素........................................53
伍、教師工作滿意的相關實證研究................................62
第三節 教師授能與工作滿意的關係...............................67
第三章 研究設計與實施.........................................71
第一節 研究設計...............................................71
第二節 研究假設...............................................72
第三節 研究樣本...............................................73
第四節 研究工具...............................................74
第五節 實施程序...............................................79
第六節 資料處理...............................................79
第四章 調查結果的分析與討論...................................81
第一節 國民小學教師授能現況之結果分析與討論...................81
第二節 國民小學教師工作滿意現況之結果分析與討論...............85
第三節 不同背景變項在國民小學教師授能現況之差異分析與討論.....89
第四節 不同背景變項在國民小學教師工作滿意現況之差異分析與討論114
第五節 國民小學教師授能與工作滿意關係之分析..................132
第六節 國民小學教師授能對工作滿意的預測力分..................134
第五章 結論與建議............................................140
第一節 結論..................................................140
第二節 建議..................................................153
參考文獻.....................................................160
一、中文部分.................................................160
二、英文部分.................................................167
附錄.........................................................181
附錄一:研究調查問卷(預試)...............................181
附錄二:研究調查問卷(正式問卷)...........................185
表 次
表1 「empowerment」國內學者譯名...............................7
表2 授能與授權概念之區別......................................9
表3 教師授能的定義...........................................16
表4 學校改革之教師授能向度...................................31
表5 工作滿意的意義...........................................42
表6 Maslow需求層次理論......................................45
表7 影響工作滿意的動機理論分析...............................48
表8 工作滿意的影響因素研究摘要...............................61
表9 預試學校問卷發出及回收情形...............................73
表10 預試問卷總量表之信度係數................................75
表11 正式問卷總量表之信度係數................................76
表12 教師授能量表因素分析結果................................77
表13 教師工作滿意問卷因素分析結果............................78
表14 國民小學教師授能之現況摘要..............................82
表15 國民小學教師工作滿意之現況摘要..........................86
表16 不同性別在整體教師授能的平均數、標準差及t考驗...........89
表17 不同年齡在整體教師授能的平均數、標準差及變異數分析......93
表18 不同服務年資在整體教師授能的平均數、標準差及變異數分析..97
表19 不同教育程度在整體教師授能的平均數、標準差及變異數分析.102
表20 不同職務在整體教師授能的平均數、標準差及變異數分析.....106
表21 不同學校規模在整體教師授能的平均數、標準差及變異數分析.110
表22 不同教師背景變項在教師授能的差異情形一覽表.............113
表23 不同性別在整體工作滿意的平均數、標準差及t考驗..........114
表24 不同年齡在整體工作滿意的平均數、標準差及變異數分.......117
表25 不同服務年資在整體工作滿意的平均數、標準差及變異數分析.120
表26 不同教育程度在整體工作滿意的平均數、標準差及變異數分析.123
表27 不同職務在整體工作滿意的平均數、標準差及變異數分析.....128
表28 不同學校規模在整體工作滿意的平均數、標準差及變異數分析.129
表29 不同教師背景變項在工作滿意的差異情形一覽表.............131
表30 教師授能與工作滿意各向度之相關分析.....................132
表31 整體教師授能與整體工作滿意之相關分析...................133
表32 教師授能與工作滿意之相關分.............................134
表33 模式分析摘要...........................................135
表34 迴歸變異數分析結果.....................................136
表35 迴歸分析結果...........................................137
表36 教師授能各向度之相關分析...............................138
圖 次
圖1 工作滿意─不滿意的傳統概念與Herzberg概念之對照...........46
圖2 Herzberg雙因子理論模式...................................54
圖3 Seashore和Taber(1975)的工作滿意模式......................57
圖4 本研究設計...............................................71
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