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    Title: 偏遠地區國中教師工作滿意度與工作需求-資源模式之混合研究 -以TALIS 2018資料庫為例
    A Mixed-Method Study on Junior High School Teachers’ Job Satisfaction, Demand and Resource in Rural Areas from TALIS 2018 Data
    Authors: 黃宜萱
    Huang, Yi-Syuan
    Contributors: 陳榮政
    黃宜萱
    Huang, Yi-Syuan
    Keywords: 教學與學習國際調查
    偏遠地區學校
    教師工作滿意度
    工作需求-資源模式
    Teaching and Learning International Survey (TALIS)
    schools from remote areas
    teacher job satisfaction
    Job Demands-Resources model
    Date: 2023
    Issue Date: 2024-02-01 11:30:23 (UTC+8)
    Abstract: 本研究以工作需求-資源模式為架構，旨在探討我國偏遠地區國中教師之工作滿意度，研究採混合研究方法，第一階段之量化研究採次級資料分析法，將621名我國偏遠地區國中教師作為研究對象，應用經濟合作暨發展組織(Organization for Economic Cooperation and Development，OECD）2018年教學與學習國際調查（Teaching and Learning International Survey, TALIS）資料，以描述性統計、獨立樣本T檢定、單因子變異數分析、皮爾森績差相關分析、結構方程模式等統計方法加以分析。第二階段之質性研究採半結構式訪談法，以6名偏遠地區國中校長為訪談對象，由校長端對教師工作的觀察，回應第一階段統計結果。研究結論如下：
    一、偏遠地區國中教師對工作的滿意感受，主要透過學生學習成效與學校組織開放的氛圍而形塑：
    (一) 偏遠地區國中教師之「工作滿意度」屬中上程度；
    (二) 「開放型學校氣候」、「教學自我效能感」和「師生親和氛圍」提升偏遠地區國中教師的「工作滿意度」；「工作壓力感受」和「非教學工作負荷」則降低偏遠地區國中教師的「工作滿意度」；
    (三) 校長認為學生成就、教師與各學校利害關係人的正向人際關係，以及教師是否從自身工作獲得成就感，影響教師工作滿意度。
    二、教師個人特質與工作成就需求影響教師對工作體驗的詮釋：
    (一) 不同背景變項的偏遠地區國中教師在「工作滿意度」、「工作壓力感受」、「非教學工作負荷」、「學生秩序問題」和「教學自我效能感」之得分具有差異；
    (二) 教師個人價值觀對工作相關變項得分差異之解釋力強於各背景變項。
    三、行政工作較難讓偏遠地區國中教師知覺學生端的正向回饋，是讓教師感到工作壓力，使其工作滿意度下降的因素：
    (一) 偏遠地區國中教師之工作壓力相關變項介於中上與中間程度；
    (二) 教師在行政工作中較無法獲得來自學生的正向回饋；
    (三) 校長認同行政工作重要性同時呼籲依學校規模平衡行政量能與業務量。
    四、偏遠地區國中的師生互動需注意學生發展需求與地方連結：
    (一) 偏遠地區國中教師之「師生親和氛圍」呈中上程度，「學生秩序問題」呈中間程度；
    (二) 教師輔導學生行為和課業問題而獲得正向工作體驗；
    (三) 初任教師挑戰來自學生身心發展需求以及社區對學力和多元發展的期待。
    五、開放型學校組織氣候建立在友善而彈性的社會網路上，得以提升教師整體工作體驗：
    (一) 偏遠地區國中教師之「開放型學校氣候」屬中上程度並具較大的觀點差異；
    (二) 開放型學校組織氣候緩和教師工作壓力並鼓勵其投入各項教職工作任務；
    (三) 開放型學校組織氣候以友善而彈性的社會網路為經營基礎。
    六、教師高度的自我效能感提升其工作投入，可由教師工作價值觀與經驗培養其自我效能感：
    (一) 偏遠地區國中教師之「教學自我效能感」屬中上程度；
    (二) 教師在工作各方面自我效能感的提升讓教師得以承受更高的工作負荷；
    (三) 教師的自我效能感要求教師本身開放心態、經驗積累與專業成長資源。
    根據以上研究結果，本研究提出以下相關建議，供各教育行政機關、偏遠地區學校校長及相關研究者參考：
    一、由教師個人資源、工作需求與工作資源變項，多方了解影響教師工作滿意的因素，而提出相關政策或提升策略；
    二、依教師實際需求歸類教師群體，而提供各群教師所需之資源與協助，如於師培端開設專門學程，以培養偏遠地區師資所需知能與情意態度；
    三、指認學校規模與工作量能之關係，落實相關政策而分配各校適宜之業務量與人力，以降低教師工作壓力；
    四、協助非在地教師融入社區社群，並凝聚社區與學校在學生發展的共識，協力提升學生學習與適性發展；
    五、了解校內成員之特質，透過相關活動與人事安排，形塑團隊互助的學校組織氛圍；
    六、關心偏遠地區初任教師之生活適應與心理需求，並提供全體教師專業成長資源，讓教師在學生正向回饋下培養其自我效能感。
    This study aimed to explore the job satisfaction of junior high school teachers in remote areas using the Job Demands-Resources model. Applying the mixed-method approach, the quantitative phase analyzed secondary data from TALIS 2018 with 621 junior high school teachers in remote areas. The data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson's correlation, and structural equation modeling. The qualitative phase conducted semi-structured interviews with six junior high school principals in remote areas to respond to the statistical findings from the first phase. The conclusions were as follows:
    1.The job satisfaction of junior high school teachers in remote areas is primarily shaped by students’ learning outcomes and an open organizational climate.
    2.Individual teacher characteristics and job performance needs influence teachers' interpretations of their work experiences.
    3.Administrative tasks that hinder teachers from perceiving positive feedback from students are key factors causing a decrease in teacher job satisfaction.
    4.Teacher-student interaction in remote junior high schools requires attention to student developmental needs and local connections.
    5.Open school organizational climates operate on friendly and flexible social networks, enhancing teachers' overall work experiences.
    6.Self-efficacy enhances work engagement of teachers, and it could be cultivated through teachers' work values and experiences.
    The study concludes by offering recommendations for educational administrative authorities, remote school principals, and relevant researchers, as follows:
    1.Understand the factors influencing teacher job satisfaction through teachers' personal resources, job demands, and job resources variables so as to propose relevant policies or enhancement strategies.
    2.Classify teacher groups based on their actual needs, and provide specific resources and assistance to meet the requirements of each group of teachers.
    3.Identify the relationship between school size and workload, implement relevant policies to distribute appropriate administrative task and human resource to different schools, aiming to reduce teacher work stress.
    4.Assist non-local teachers in integrating into the local community, fostering a consensus between the community and the school on student development.
    5.Understand the characteristics of school members and shape a collaborative organizational atmosphere through relevant activities and staffing arrangements.
    6.Address the living adaptation and psychological needs of novice teachers in remote areas, and provide professional development resources to all teachers, fostering their self-efficacy through positive student feedback.
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    國立政治大學
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    110171010
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    Appears in Collections:[Graduate Institute of Educational Administration and Policy] Theses

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