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研究生: 張凱雯
Chang, Kai-Wen
論文名稱: 台灣新課綱下國小教師之特質與教學適配性對工作壓力、幸福感與離職傾向之相關研究
Elementary School Teacher’s Personal Trait and Job-Fit Linked to Their Work Stress, Wellbeing and Turnover Intention in Relation to the Implementation of New Curriculum in Taiwan
指導教授: 洪榮昭
Hong, Jon-Chao
口試委員: 洪榮昭
Hong, Jon-Chao
林弘昌
Lin, Hung-Chang
戴凱欣
Tai, Kai-Hsin
口試日期: 2023/07/18
學位類別: 碩士
Master
系所名稱: 創造力發展碩士在職專班
Continuing Education Master's Program of Creativity Development
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 161
中文關鍵詞: 工作要求—資源理論進步性的教學信念教學自我效能教學適配性工作壓力教師幸福感離職傾向
英文關鍵詞: Job demands-resources theory, Progressive teaching beliefs, Teachers' self-efficacy, Personal-job fit, Work stress, Wellbeing, Turnover intention
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202301037
論文種類: 學術論文
相關次數: 點閱:147下載:17
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  • 台灣新課綱實施以後,對國小教師之教學模式及學生學習方式勢必是一個嶄新的轉捩點,本研究旨在探討在新課綱之下,國小教師的教學適配性及離職傾向之影響。以工作要求—資源理論 (Job demands-resources , JD-R)為研究理論依據,透過教師教學信念和自我效能,再搭配教師個人與工作適配性,提升教師幸福感降低其工作壓力與離職傾向。
    本研究採用問卷調查法進行滾雪球取樣,研究對象為199位各縣市公立國小教師,研究工具根據學者所編製量表進行編修,並透過SPSS 23及AOMS 20執行統計分析。研究結果顯示:
    一、進步性的教學信念和教學適配性之間呈現顯著正相關。
    二、教學自我效能和教學適配性之間呈現顯著正相關。
    三、教學適配性和工作壓力之間呈現顯著負相關。
    四、教學適配性和教師幸福感之間呈現顯著正相關。
    五、工作壓力與教師幸福感之間無顯著相關。
    六、工作壓力和教師離職傾向之間呈現顯著正相關。
    七、教師幸福感和教師離職傾向之間呈現顯著負相關。
    最後,本研究依據研究結果提出建議,以供實務工作者及未來研究參考。

    After the implementation of the new curriculum in Taiwan, it is bound to be a new turning point for the teaching mode of elementary school teachers and the learning style of students. Based on the Job demands-resources (JD-R) theory, this study aims to investigate the impact of the new curriculum on the teaching fit and the turnover intention of elementary school teachers, and explore the correlates between teachers' self-efficacy belief, teachers' personal-job fit, and the sense of wellbeing. This study used the questionnaire survey with snowball sampling. The useful data 199 were collected from public elementary school teachers in various counties and cities. The statistical analysis was performed through SPSS 23 and AOMS 20. The results of this study indicated as follows:
    (1) Progressive teaching beliefs is positively related to teachers' perceived personal- job fit.
    (2) Teachers' self-efficacy is positively related to teachers' perceived personal-job fit.
    (3) Teachers' perceived personal-job fit is negatively related to work stress.
    (4) Teachers' perceived personal-job fit is positively related to teachers' wellbeing.
    (5) No significant correlation between work stress and teachers' wellbeing.
    (6) Work stress is positively related to turnover intention.
    (7) Teachers' wellbeing is negatively related to turnover intention.
    Finally, this study puts forward recommendations based on the research results for the reference of practitioners and future research.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的及待答問題 4 第三節 名詞釋義 6 第四節 研究範圍與限制 8 第二章 文獻探討 11 第一節 工作要求—資源理論 11 第二節 進步性的教學信念 13 第三節 教學自我效能 20 第四節 工作適配性 27 第五節 工作壓力 31 第六節 教師幸福感 38 第七節 離職傾向 47 第三章 研究方法 55 第一節 研究架構 55 第二節 研究假設 56 第三節 研究參與者 59 第四節 研究工具 59 第五節 研究流程與實施程序 66 第六節 資料處理與分析 68 第四章 研究結果 71 第一節 樣本特徵分析 71 第二節 敘述性統計分析 74 第三節 量表項目分析 82 第四節 信效度分析 98 第五節 整體適配度分析 103 第六節 路徑分析 105 第七節 間接效果分析 107 第八節 差異性分析 109 第五章 研究結論與建議 123 第一節 研究結論 123 第二節 研究貢獻 129 第三節 研究限制與未來研究建議131 參考文獻 133 中文文獻 133 英文文獻 141 附錄、正式版問卷 157

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