| Abstract: | 本研究以教學與學習國際調查（Teaching and Learning International Survey）資料，透過多層次模式分析臺灣200所國民小學3,139位教師工作滿意度的因素。獲得以下結論：一 ; 國民小學之間差異可以解釋教師工作滿意度6.03%，而93.97%可由校內因素解釋 ; 二 ; 國小教師的年資 ; 為學生行為負責 ; 學校創新 ; 自我效能 ; 工作壓力 ; 授課負擔 ; 行政工作 ; 教職的個人效益 ; 社會價值與教師工作滿意度皆有顯著關聯，其中教師年資愈長，工作滿意度愈低。而教師感受學校愈創新 ; 自我效能愈高 ; 工作壓力愈低 ; 授課與行政工作愈低 ; 感受到教職對個人助益及對社會愈有價值，教師工作滿意度愈高 ; 三 ; 學校整體愈創新，教師工作滿意度愈高，而學校規模 ; 學習氣氛愈高 ; 學校紀律 ; 校長工作滿意度愈高 ; 學校類型和教師工作滿意度沒有顯著關聯 ; 四 ; 校長工作滿意度在教師授課負擔與教師工作滿意度之間具有調節效果。本研究之貢獻在於運用多層次模式發現，國小教師工作滿意度與校內因素關聯最大，尤其是教師工作壓力。針對結果深入討論，提出具體建議。
This study used the Teaching and Learning International Survey data to analyze the factors of job satisfaction of 3,139 teachers in 200 elementary schools in Taiwan through a multi-level model. The following conclusions were obtained: 1. The difference between primary schools can explain 6.03% of teacher job satisfaction, and 93.97% can be explained by school internal factors. 2. The seniority, responsibility for student behavior, school innovation, self-efficacy, work pressure, teaching loading, too much administrative work, personal benefits of teaching, social value were all significant teacher job satisfaction. Especially, the longer the teacher’s seniority was, the lower the job satisfaction was. Teachers felt that the school was more innovative, self-efficacy was higher, work pressure was lower, the teaching and administrative work was lower, the teacher felt that the teaching position was beneficial to individuals and the more valuable to the society, and the teacher’s job satisfaction was high. 3. The more innovative the school as a whole, the higher the teacher’s job satisfaction, while the school size, learning atmosphere, school discipline, principal’s job satisfaction, school type and teacher’s job satisfaction had no significant correlation. 4. The principal’s job satisfaction had a moderating effect between the teacher’s teaching loading and the teacher’s job satisfaction. The contribution of this research was to use a multi-level model to find that Taiwan’s teacher job satisfaction was largely explained by internal factors, especially teachers’ work stress. The results were discussed in depth and specific suggestions were made. |
