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

參考文獻
一、中文部分
王保進(民88)。視窗版SPSS與行為科學研究。台北：心理。
王麗雲、潘慧玲(民89)。教師彰權益能的概念與實施策略。教育研究集
刊，44，173-199。
石雅惠(民77)。台灣地區新制師範學院學校組織氣氛與教師工作滿意之研
究。國立政治大學教育研究所碩士論文，未出版，台北。
任晟蓀(民74)。國民小學教師工作現況及工作滿足之研究。台東師專學
報，13，231-348。
吳正成(民88)。台東縣國民小學校長授能行為之探討。國立東華大學教育
研究所碩士論文，未出版，花蓮。
吳幼妃(民78)。國小教師之自我實現與工作滿意研究。教育學刊，8，
248-290。
何委娥(民81)。台北市已婚職業婦女生涯發展與工作滿意度、生活滿意度
之相關研究─以社會福利機構人員為例。私立東吳大學社會學研究所
碩士論文，未出版，台北。
吳明清(民86)。學校教育改革的當務之急：學校再造的理念與策略。教育
資料與研究，19，6-10。
吳明隆(民89)。SPSS統計應用實務。台北：松崗。
吳政達(民88)。網路資料的引用：APA第四版格式的延伸。研習資訊，16
(6)，76-79。
吳政達(民90)。學校知識管理之探討。民90年6月20日，取自“淡江大學
教育政策與領導研究所網頁”：
http://www.edpl.tku.edu.tw/main.htm
吳清山(民86)。建立教師專業權威之探索：談專業知能、專業自主與專業
倫理。初等教育學刊，6，41-58。
吳清山(民88)。跨世紀學校組織再造之重要課題及其策略。教師天地，
98，4-9。
吳清基(民68)。國民中學組織結構與教師工作滿意之關係。國立台灣師範
大學教育研究所碩士論文，未出版，台北。
沈珊珊(民84)。教師專業與教師權力關係探討。載於中華民國師範教育學
會(主編)，邁向二十一世紀的師範教育(頁 173-185)。台北：師大書
苑。
沈珊珊(民85)。專業主義、教師權力與教育行政體系關係：教師權力消長
的動態研究。新竹師院學報，9，103-128。
林天祐(民89)。網路資源：APA格式增訂事項─網路等電子化資料引用及
參考文獻的寫法。教育資料與研究，39，44-48。
林志成(民87)。授權增能導向的學校行政。載於國立台北師範學院(主
編)，學校行政新理念(頁 107-123)。台北：國立台北師範學院。
林秀聰(民87)。賦能策略應用於機關組織之研究。國立政治大學公共行政
研究所碩士論文，未出版，台北。
林坤豐(民71)。國民中小學校長權力運用方式與教師工作滿足感之關係比
較研究。國立高雄師範學院教育研究所碩士論文，未出版，高雄。
林新發(民72)。五專校長領導方式與教師工作滿意之關係。國立台灣師範
大學教育研究所碩士論文，未出版，台北。
林雍智(民89)。台北市國民小學實施學校本位管理與教師工作滿意關係之
研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
徐正光(民66)。工廠工人的工作滿足及其相關因素之探討。民族研究所集
刊，43，23-63。
秦夢群(民86)。教育行政：理論部分。台北：五南。
許士軍(民70)。管理學。台北：東華。
許川濠(民87)。台北市國民小學組織溝通行為與教師工作滿意關係之研
究。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮。
郭文景(民74)。國中教師參與決定與工作滿足程度之研究。國立高雄師範
學院教育研究所碩士論文，未出版，高雄。
張忠祺(民87)。國小教師工作價值觀與工作滿意及其相關因素之研究。國
立台東師範學院國民教育研究所碩士論文，未出版，台東。
張明輝(民88)。企業組織的革新對學校組織再造的啟示。教師天地，98，
10-16。
張建成(民67)。工作滿意雙因子理論在學校組織中應用的可能性。國立台
灣師大學教育研究所碩士論文，未出版，台北。
郭昭佑(民89)。學校本位評鑑。台北：五南。
鄒浮安(民71)。我國高級職業學校教師工作滿意程度及其影響因素之研
究。國立高雄師範學院教育研究所碩士論文，未出版，高雄。
張紹勳、林秀娟(民84)。SPSS For Windows統計分析：初等統計與高等統
計(3版)。台北：松崗。
梅媛媛(民84)。花東兩縣偏遠地區國小教師工作滿意度與工作士氣之相關
研究。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮。
張碧娟(民67)。國民中學教師工作滿足感之研究--激勵─保健兩因素理論
之探討。國立政治大學公共行政研究所碩士論文，未出版，台北。
張德銳(民83)。對「教師專業素質之提昇」一文之評論。教改通訊，14，
36-38。
張德銳(民87)。以學校中心管理推動學校教育革新。教育政策論壇，1
(2)，133-153。
許籐繼(民89)。學校組織權力重建之研究。國立台灣師範大學教育研究所
博士論文，未出版，台北。
單文經、侯世昌、吳永裕(民88年10月)。教育去集中化政策的得與失。論
文發表於秦夢群(主席人)，邁向二十一世紀的教育行政。台北市立師
範學院主辦之「教育行政論壇第五次」研討會，台北。
黃俊英(民87)。多變量分析(6版)。台北：華泰。
黃盈彰(民89)。國小教師的工作特質、學校組織氣候、控制信念與成就動
機對工作滿意度影響之研究。國立台東師範學院國民教育研究所碩士
論文，未出版，台東。
黃隆民(民74)。國民中學教師角色衝突與工作滿意之關係。國立台灣師範
大學教育研究所碩士論文，未出版，台北。
舒緒緯(民79)。國民小學教師溝通滿意與工作滿意關係之研究。國立台灣
師範大學教育研究所碩士論文，未出版，台北。
詹子杰(民86)。國民小學教師工作滿意之個案研究。國立台中師範學院國
民教育研究所碩士論文，未出版，台中。
劉慶仁(民89)。美國教育改革。民89年12月27日，取自：
http://www.moerar.edu.tw/basis1/704final2.html
潘慧玲、王麗雲(民89)。我國國民中小學學校成員權能感現況與成因調查
研究─以教師會作為研究焦點。民90年10月15日，取自：
http://www.ed.ntnu.edu.tw/faculty/article.html
閻自安(民89)。台灣地區國民小學學校本位決策與校長領導方式、教師工
作滿意度之關係研究。國立政治大學教育研究所博士論文，未出版，
台北。
謝文全(民65)。中華民國與美國愛荷華州校長領導型態與教師工作滿意關
係之比較研究。美國愛荷華大學教育研究所博士論文，未出版，愛荷
華州。
謝百亮(民84)。國民小學行政管理與教師工作滿意之關係。國立台中師範
學院國民教育研究所碩士論文，未出版，台中。
謝金青(民81)。國民小學行政兼職教師角色衝突與工作滿意程度之研究。
國立政治大學教育研究所碩士論文，未出版，台北。
鍾一先(民84)。高雄市國中工藝教師工作滿意之研究。高雄師大學報，
6，69-91。
鍾任琴(民86)。國小教師權能感及其影響因素之研究。嘉義師院學報，
11，157-186。
鍾任琴(民87)。國民中學教師權能之分析。朝陽學報，3，2-31。
顏火龍(民89)。APA格式在我國學術研究的應用。初等教育學報，13，1-
62。
顏國樑(民88年10月)。教育基本法的立法過程、內容分析及其對我國教育
行政的影響。論文發表於張鈿富(主席人)，邁向二十一世紀的教育行
政。台北市立師範學院主辦之「教育行政論壇第五次」研討會，台
北。
藍瑞霓(民87)。國小教師工作滿意度調查研究。屏東師院學報，11，55-
80。
饒邦安(民80)。台北市國小教師行政兼職與工作滿意之研究。國立台灣師
範大學教育研究所碩士論文，未出版，台北。
二、英文部分
Andrew, G. (1994). Mistrust, the hidden obstacle to
empowerment. HR Managazine,September, 66-70.
Annis, L. U. (1996). Teacher empowerment in Georgia: Talk or
walk？Dissertation Abstracts International, 57(11), 4603.
(University Microfilms No. 9711657)
Barksdale-Ladd, M. A. (1994). Teacher empowerment and literacy
instruction in three professional development schools.
Journal of Teacher Education, 45(2), 104-111. Retrieved
January 4, 2001 from EBSCOhost database.
Barner, R. (1994). Enablement: The key to empowerment. Training
and Development, June, 33-36.
Belasco, J. A., & Alutto, J. A. (1972). Decisional
participation and teacher satisfaction. Educational
Administration Quarterly, 8, 54-55.
Blanchard, K., Carlos, J. P., & Randolph, A. (1996). Empowermnt
takes more than a ninute. San Francisco, CA: Berrett-
Koehler.
Blase, J., & Blase, J. R. (1994). Empowering teachers: what
successful principals do (Report No. ISBN-0-8039-6092-1).
Thousand Oaks, CA: Corwin Press. (ERIC Document
Reproduction Service No. ED377576)
Blase, J., & Kirby, P. C. (1992). Bringing out the best in
teacher: What effective principals do. Newbury Park, CA:
Corwin Press.
Boles, K. C. (1990). School restructuring: A case study in
teacher empowerment (Report No. NCEL-OP-90-4). Cambridge,
MA: National Center for Educational Leadership. (ERIC
Document Reproduction Service No. ED332342)
Borg, M. G., & Riding, R. J. (1993). Occupational stress and
satisfaction among school administration. Journal of
Educational Administration, 31(1), 4-21.
Brant, R. (1989). On teacher empowerment: A conversation with
Ann Lieberman. Educational Leadership, 46(8), 23-25.
Brayfield, A. H., & Rothe, H. F. (1951). An index of job
satisfaction. Journal of Applied Psychology, 35(5), 307-
311.
Browder, J. L. H. (1994). Exploring the meanings of teacher
empowerment. International Journal of Educational Reform, 3
(2), 137-153.
Carlson, G. F. (1994). An analysis of illinois teachers''''
perception of empowerment. Dissertation Abstracts
International, 55(7), 1745. (University Microfilms No.
9430225).
Chapman, J. D. (1990). School-based decision-making and
management. London: Falmer.
Chapman, D. W., & Lowther, M. A. (1982). Teachers'''' satisfaction
with teaching. Journal of Educational Research, 75(4), 25-
40.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment
process: Integrating theory and practice. Academy of
Management Review, 13(3), 471-482.
Convey, S. R. (1991). Principle-centered leadership. New York:
Fireside.
Coyle, L.M., & Witcher, A. E. (1992). Transforming the idea
into action: Policies and practicesto enhance school
effectiveness. Urban Education, 26(4), 390-400.
Crawford, J. R. (1999). A comparison of teacher empowerment
between charter schools and non-charter schools .
Dissertation Abstracts International, 60(9), 3209.
(University Microfilms No. 9946252).
Crawford, C. B., & Dierks, D. (1992). Coach as transformational
leader: Pragmatic implications (Report No. KSCA-RR-92-1).
Manhattan, KS：Kansas Speech Communication Association.
(ERIC Document Reproduction Service No. ED349598)
Davis, J. H. B. (1994). Teacher and principal empowerment in
elementary schools in eastern Washington . Dissertation
Abstracts International, 55(4), 811. (University
Microfilms No. 9424599).
Davis, J., & Wilson, S. M. (2000). Principal''''s effort to
empower teachers: Effects on teacher motivation and job
satisfaction and stress. The Clearing House, 73, 349-353.
Elmore, R. F., & Associates (1990). Restructuring schools: the
next generation of educational reform. San Francisco:
Jossey-Bass Publishers.
Evans, L. (1997). Addressing problems of conceptualization and
construct validity in researching teacher''''s job
satisfaction. Educational Research, 39(3), 319-331.
Fritsch, C. A. (1995). Impact of west virginia reform
legislation on teacher empowerment and job satisfaction .
Dissertation Abstracts International, 56(8), 2948.
(University Microfilms No. 9543845).
Galloway, D. (1985). Sources of satisfaction and
dissatisfaction for New Zealand primary school teachers,
Educational Research, 27(1), 44-51.
Gonzales, E. , & Short, P.M. (1996). The relationship of
teacher empowerment and principal power bases, Journal of
Instructional Psychology, 23(3), 210-215.
Retrieved January 13, 2001 from EBSCOhost database.
Hanson, E. M. (1991). Educational administration and
organizational behavior (3th ed).
Massachusetts: Allyn and Bacon.
Hatchett, M. E. (1995). An analysis of teacher empowerment,
transformation leadership and job satisfaction in the
elementary school . Dissertation Abstracts International,
56(11), 4223. (University Microfilms No. 9607937).
Heller, G. S. (1993). Teacher empowerment-sharing the challeng:
A guide to implementation and success. NASSP Bulletin, 77
(550), 94-103.
Hixson, J. (1990). Restructuring schools: exploring school-
based management and empowerment issues. a national
perspective (Report No. NCREL-RT-90-1). Oak Brook , IL：
North Central Regional Educational Lab. (ERIC Document
Reproduction Service No. ED369157)
The Holmes Group. (1986). Tomorrow''''s teachers: a report of the
Holmes Group. East Lasing, MI: The Holmes Group.
Hoppock, R. (1935). Job satisfaction. New York: Harper.
Hoy, W. K., & Miskel, C. G. (1996). Educational administration:
Theory, research, practice, 5th ed. New York：McGraw-Hill,
Inc.
Husband, R. E. (1994). Teacher empowerment in departmental and
interdisciplinary team middle-level education program .
Dissertation Abstracts International, 55(10), 3052.
(University Microfilms No. 9504228)
Ironson, G. H., Smith. P. C., Brannick, M. T., Gibson, W. M., &
Paul, K. B. (1989). Construction of a job in general: A
comparsion of global, composite, and specific measures.
Journal of Applied Psychology, 74(2), 193-200.
Karant, V. I. (1989). Supervision in the age of teacher
empowerment. Educational Leadership, 46(8), 27-29.
Keller, T., & Dansereau, F. (1995). Leadership and empowerment:
A social exchange perspective. Human Relations, 48(2), 127-
144.
Klecker, B. M. (1996a). A study of teacher empowerment in
Ohio''''s venture capital schools . Dissertation Abstracts
International, 57(2), 533. (University Microfilms
No. 9620026).
Klecker, B. M. (1996b). An analysis of school participant
empowerment scale (Short & Rinehart, 1992) based on data
from 4091 teachers in 183 restructuring schools (Report
No. AERA-RT-96-4). New York, NY：American Educational
Research Association. (ERIC Document Reproduction Service
No. ED401315)
Klecker, B. M., & Loadman, W. E. (1996a). Dimensions of teacher
empowerment: Identifying new roles for classroom teachers
in restructuring schools. (Report No. MSERA-SCP-96-11).
Tuscaloosa, AL：Mid-South Educational Research
Association, AL. (ERIC Document Reproduction Service No.
ED405304)
Klecker, B. M., & Loadman, W. E. (1996b). Exploring the
relationship between teacher empowerment and teacher job
satisfaction (Report No. MSERA-RR-96-10). Chicago, IL：
Mid-Western Educational Research Association. (ERIC
Document Reproduction Service No. ED400254)
Klecker, B. M., & Loadman, W. E. (1998a). Another look at the
dimensionality of the school participant scale.
Educational and psychological Measurement, 58(6), 944-
954.
Klecker, B. M., & Loadman, W. E. (1998b). Defining and
measuring the dimension of teacher empowerment in
restructuring public schools, Education, 118(3), 358-370.
Retrieved September 4, 2000 from EBSCOhost database.
Klecker, B. M., & Loadman, W. E. (1998c). Empowering elementary
teachers in restructuring schools: Dimensions to guide the
mission (Report No. MSERA-RR-98-11). New Orleans, LA：Mid-
South Educational Research Association. (ERIC Document
Reproduction Service No. ED426055)
Lanney, N. E. (1998). The perceptions of teacher empowerment
and job satisfaction among Jackson county high school
teachers . Dissertation Abstracts International, 60(4),
959. (University Microfilms No. 9924897).
Lester, P.E. (1987). Development and factor analysis of the
teacher job satisfaction Questionnaire. Educational and
psychological Measurement, 47, 223-233.
Lieberman, A. (1988). Teachers and principals: Turf, tension,
and new tasks. Phi Delta Kappan, 69(9), 648-653.
Lightfoot, S. L. (1986). On goodness in schools: Themes of
empowerment. Peabody Journal of Education, 63, 9-28.
Lissmann, H. J., & Gigerich, R. (1990). A change school and
educational culture: Job orientation and teacher
satisfaction at Gesamtschulen in the state of Hessen, West
Germany-some international comparison. Comparative
Education, 26, 277-281.
Mahrenholtz, D. B. (1996). A descriptive study of the
strategies used by principals to empower elementary
teachers and the extent to which the teachers perceive
themselves as empowered by the use of those strategies.
Unpublished doctoral dissertation, University of La Verne,
CA.
Maeroff, G. I. (1988). Biueprint for empowering teachers. Phi
Delta Kappan, 69(7), 473-477.
Marlow, L., & Others. (1996). Teacher job satisfaction (Report
No. UEIRRG-RR-96-4). Chevy Chase, MD：United Educators
Insurance Risk Retention Group. (ERIC Document
Reproduction Service No. ED398802)
Martin, O. L. (1990). Instructional leadership behaviors that
empower teacher effectiveness (Report No. MSERA-RT-90-11).
New Orleans, LA： Mid-South Educational Research
Association. (ERIC Document Reproduction Service
No. ED327513)
Melenyzer, S. J. (1990). Teacher empowerment: The discourse,
meaning, and social actions of teachers (Report No. NCSIE-
RT-90-3). Orlando, FL：National Council of States on
Inservice Education. (ERIC Document Reproduction Service
No. ED327496)
Melenyzer, B. J. (1991). Teacher empowerment: Narratives of the
silenced practitioners [Abstract]. Retrieved September 15,
2000 from Dissertation Abstract Ondisc-WINDOWS database
(Order Number 9123673) on the World Wide Web:
http://wwwlib.umi.com/dissertations/search
Murphy, J. (1991). Restructuring schools. London: Cassell.
Murphy, J. (1992). Restructuring American''''s schools: An
overview. In C. E. Finn & T. Rebarber (Eds.), Education
reform in the ''''90s (3-22). New York: Macmillan
Publishing Company.
Ninomiya, A., & Okato, T. (1990). A critical analysis of job-
satisfied teachers in Japan. Comparative Education, 26,
249-257.
Owens, R. G. (1998). Organizational behavior in education(6th
ed). Boston: Allyn and Bacon.
Owens, R. G. (1998/2000). Organizational behavior in
education.。林明地、楊振昇、江芳盛譯。教育組織行為。台北：
揚智。
Rice, E. M., & Schneider, G. T. (1994). A decade of teacher
empowerment: An empirical analysis of teacher involvement
in decision making, 1981-1991. Journal of Educational
Administration, 32(1), 43-58.
Riley, R. W. (1995). Remarks on the 1995 goals 2000 teacher
forum [Abstract]. Retrieved June 17, 2001 from :
http://www.ed.gov/Speeches/11-1995/11-12-95.html.
Rinehart. J. S. , & Short, P. M. (1994). Job satisfaction and
empowerment among teacher leaders, reading recovery
teachers and regular classroom teachers. Education,
114(4), 570-580. Retrieved January 4, 2001 from EBSCOhost
database.
Robbins, S. P. (1998). Organizational behavior(8th ed). New
Jersey: Prentice-Hall.
Rogers, D. (1995). Tomorrow''''s teachers(1986): A report of the
Holmes Group. [Abstract]. Retrieved June 17, 2001 from :
http://www.baylor.edu/SOE/SCHOLMES/TT.HTML
Rosenholtz, S. J. (1989). Teachers'''' workplace：The social
organization os schools. New York：Longman.
Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions
and the rise and fall of teacher''''s commitment. Sociology
of Education, 63, 241-257.
Ross, A. T. (1998). Exploring connections among teacher
empowerment, teacher efficacy, transformational
leadership, and student achievement . Dissertation
Abstracts International, 59(9), 3311. (University
Microfilms No. 9906642)
Ruscoe, G. C., Whitford, B. L., Eddington, W., & Esselman, M.
(1989). Quantitative and qualitative perspectives on
teacher attitudes in professional development schools
(Report No. AERA-DR-89-3). San Francisco, CA：American
Educational Research Association. (ERIC Document
Reproduction Service No. ED310068)
Saal, F. E., & Kinght, P. A. (1988). Industrial/organizational
psychology: Science & practice. CA: Brooks/Cole.
Schneider, G. T. (1984). Teacher involvement in decision-
making: Zone of acceptance, decision condition, and job
satisfaction. Journal of Research and Development in
Education, 18(1), 25-32.
Seashore, S. E., & Taber, T. D. (1975). Job satisfaction
indicators and their correlates. American Behavioral
Scientist, 18(3), 333-368.
Sergiovanni, T. J. (1990). Value-added leadership: How to get
extraordinary performance in schools. New York : Harcourt
Brace Jovanovich.
Shen, J. (1998). Do teachers feel empowered？Educational
Leadership, 55(7), 35-36.
Short, P. M. (1992). Dimension of teacher empowerment (Report
No. AERA-RR-92-4). Chicago, IL：American Educational
Research Association. (ERIC Document Reproduction Service
No. ED368701)
Short, P. M. (1998). Empowering leadership. Contemporary
Education, 69(2), 70-72. Retrieved September 20, 2000 from
EBSCOhost database.
Short, P. M., & Johnson, P. E. (1994). Exploring the links
among teacher empowerment,leader power, and conflict.
Education, 114(4), 581-592. Retrieved August 10, 2000
from EBSCOhost database.
Short, P. M., & Rinehart. J. S. (1992). School participant
empowerment scale: Assessment of level of empowerment
within the school environment. Educational and
Psychological Measurement, 52(4), 951-960.
Short, P. M., & Rinehart. J. S. (1993). Teacher empowerment and
school climate. Education, 113(4), 592-597. Retrieved June
12, 2000 from EBSCOhost database.
Short, P. M., & Rinehart. J. S. (1994). Job satisfaction and
empowerment among teachers, reading recovery teachers and
regular classroom teachers, Education, 1(114), 570-580.
Slye, G. L. (1999). The relationship between teacher
empowerment and teacher satisfaction for novice and
veteran teachers . Dissertation Abstracts International, 60
(9), 3229. (University Microfilms No. 9946296)
Smith, P. C., Kendall, L. M. & Hulim, C. L. (1969). The
Measurement of Satisfaction in work and Retirement.
Chicago：Rand McNally.
Spreitzer, G. M. (1995). Psychological empowerment in the
workplace: Dimensions, measurement, and validation.
Academy of Management Journal, 38(5), 1442-1465.
Story, M. R. (1995). The secrets of successful empowerment.
National Productivity Review, 14(5), 81-90.
Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of
empowerment: An interpretive model of intrinsic task
motivation. Academy of Management Review, 15(4), 666-681.
U. S. Department of Education. (1995). School-based reform-
lessons from a national study. Retrieved January 16, 2001
from : http://www.ed.gov/pubs/Reform/pt2a.html
Velthouse, B. A. (1990). Creativity and empowerment: A
complementary relationship. Review of Business, Fall, 13-
18.
Weaver, C. N. (1980). Job satisfaction in the United States in
the 1970s. Journal of Applied Psychology, 65(3), 364-367.
Wall, R., Rinehart, J. S. (1997). School-based decision making
and the empowerment of secondary school teachers (Report
No. AERA-RR-97-3). Chicago, IL：American Educational
Research Association. (ERIC Document Reproduction Service
No. ED407733)
Weiss, H. M. (1978). Social learning of work values in
organizations. Journal of Applied Psychology, 63(6), 711-
718.
Whitaker, K. S., Moses, M. C. (1990). Teacher empowerment: A
key to restructuring. Clearing House, 64(2), 127-130.
Wise, A.E. (1990). Six steps to teacher professionalism.
Educational Leadership, 47(7), 57-60.
Wu, Y. Y. (1995). Relationships among teachers'''' perceptions of
empowerment, job satisfaction, and organizational
commitment in public schools . Dissertation Abstracts
International, 55(9), 2679. (University Microfilms No.
9504314)
Wu, Y. Y., & Short, P. M. (1996). The relationship of
empowerment to teacher job commitment and job
satisfaction. Journal of Instructional Psychology, 23(1),
85-89. Retrieved June 12, 2000 from EBSCOhost database.
Yonemura, M. (1986). Reflections on teacher empowerment and
teacher education. Harvard Educational Review, 56(4), 473-
480.
Zigarelli, M. A. (1996). An empirical test of conclusions from
effective schools research. The journal of educational
research, 90(2), 103-109.