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| Title: | 學校組織氣候、教師自我效能與教師工作滿意度關係之研究－以TALIS 2018資料庫為例
The Relationships among School Organizational Climate, Teacher Self-Efficacy, and Teacher Job Satisfaction: A Study Based on the TALIS 2018 |
| Authors: | 顏霈綺
Yen, Pei-Chi |
| Contributors: | 陳榮政
Chen, Raung-jeng
顏霈綺
Yen, Pei-Chi |
| Keywords: | TALIS
學校組織氣候
教師自我效能
教師工作滿意度
School organizational climate
TALIS
Teacher self-efficacy
Teacher job satisfaction |
| Date: | 2025 |
| Issue Date: | 2025-08-04 14:36:27 (UTC+8) |
| Abstract: | 本研究運用 OECD-TALIS 2018 資料庫進行次級分析，取 3,810 名臺灣國中教師，檢驗「學校組織氣候」「教師自我效能」「教師工作滿意度」三變項之關聯機制。研究工具依題組選取，分別測得學校組織氣候五構面（開放性決策、學校內部互動、教師專業發展、教師創新行為、教師同僚性）、教師自我效能三構面（教學策略、班級經營、學生參與）與整體教師工作滿意度。資料先以描述統計、t 檢定、單因子變異數分析比較背景群體，再以皮爾森相關、多元階層迴歸與結構方程模式（SEM）驗證預測暨中介關係。結果如下：
壹、整體現況：教師對組織氣候與自我效能屬中上水準，工作滿意度亦中等偏高。「教師專業發展」、「班級經營效能」最高；「教師同僚性」、「教學策略效能」較弱。
貳、背景差異：性別、學歷、年資與地區僅部分構面達顯著；男性較重視決策參與及同僚關係，女性及都市教師的教師自我效能較高。
參、相關程度：三變項均呈顯著正相關，r = .04～.39（低至中度）；開放性決策、校內互動與工作滿意度聯結最明顯。
肆、預測與中介：SEM 適配度良好。組織氣候直接正向影響自我效能與工作滿意度，教師自我效能亦正向影響工作滿意度並對兩者關係產生部分中介效果。
伍、結論與建議：優質組織氣候可透過提升自我效能增強教師滿意度，推動參與式治理宜界定學生與家長參與範疇，避免干擾班經。建議加強專業發展、營造支持型同僚文化、調控決策開放層級，並為不同背景教師提供差異化支持，以提升效能感與幸福感，促進教學品質與組織效能。
This study conducts a secondary analysis using the OECD-TALIS 2018 database to investigate the interrelationships among school organizational climate, teacher self-efficacy, and teacher job satisfaction. Data from 3,810 junior high school teachers in Taiwan were analyzed. The research instruments, selected from the questionnaire items, measured five dimensions of school organizational climate (open decision-making, intra-school interaction, teacher professional development, teacher innovative behavior, and collegiality), three dimensions of teacher self-efficacy (student engagement efficacy, instructional strategies efficacy, and classroom management efficacy), and overall teacher job satisfaction.
Descriptive statistics, t-tests, and one-way ANOVA were first employed to compare background differences across groups. Subsequently, Pearson correlation, hierarchical multiple regression, and Structural Equation Modeling (SEM) were utilized to examine predictive and mediating relationships. The key findings are as follows:
1. Overall Status: Teachers reported medium-to-high levels of organizational climate and self-efficacy, and moderate-to-high job satisfaction. "Teacher professional development" and "classroom management efficacy" were rated highest, while "teacher collegiality" and " instructional strategy effectiveness " were relatively weaker.
2. Background Differences: Significant differences across gender, educational attainment, years of experience, and school region were observed in only some dimensions. Male teachers showed greater emphasis on decision-making participation and collegial relationships, while female and urban teachers reported higher overall teacher self-efficacy.
3. Correlations: All three core variables exhibited significant positive correlations, ranging from .04 to .39 (low to moderate). "Open decision-making" and "intra-school interaction" showed the strongest links with job satisfaction.
4. Prediction and Mediation: The SEM model demonstrated good fit. Organizational climate directly and positively influenced both teacher self-efficacy and job satisfaction. Teacher self-efficacy, in turn, positively affected job satisfaction and partially mediated the relationship between organizational climate and job satisfaction.
5. Conclusions and Recommendations: A high-quality organizational climate can enhance teacher job satisfaction by boosting self-efficacy. Recommendations include defining the scope of student and parent involvement in participatory governance to avoid disrupting classroom management, strengthening professional development, fostering a supportive collegial culture, adjusting the level of decision-making openness, and providing differentiated support for teachers from diverse backgrounds. These measures are expected to enhance feelings of efficacy and well-being, thereby improving instructional quality and organizational effectiveness. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
111911005 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111911005 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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