Please use this identifier to cite or link to this item:
|Other Titles:||The Relationship Between Role Conflict and Job Satisfaction of Junior High School Teachers|
Department od Education, NTNU
The purpose of this study were to survey the differences on role conflict and job satisfaction of junior high school teachers, and to investigate the relationship between those two subjects. The 710 samples used were taken from 89 schools in Taiwan area. A questionnaire including Role Conflict Scale and Job Satisfaction Scale was conducted. The obtained data were statistically analyzed by two─factors ANOVA and stepwise multiple regression analysis. The results of the study were as follows：1. The teachers concurrently holding tutors perceived higher role conflict than the ones concurrently holding administrators. 2.The male teachers perceived higher job satisfaction than the female teachers. 3.The teachers with tenure above 11 years perceived higher job satisfaction than the teachers with tenure below 10 years. 4.The male teachers graduated from normal university, teachers college and general universities perceived higher job satisfaction than the female ones from normal university and teachers college. 5. The administrator perceived higher job satisfaction than the female ones form normal university and teachers college. 6.The teachers serving in the schools with 24 classes below perceived higher job satisfaction than the teaches serving in the schools with classes 25 to 50. 7. Role conflict and job satisfaction of the junior high school teachers were significantly negatively related. 8. Role conflict could determine the total variates of job satisfaction at about 31 percent. The effective factors were ‘role─bureaucracy conflict”, ‘role─pesonality need conflict”, “role─value conflict” and ‘ ”Role─community life conflict”. According to the discoveries mentioned above, suggestions were proposed as follows：1. To elevate the welfare of the tutors and to reduce their workload. 2. To promote the metabolism of the school masters and the grading to them, in order to reinforce the leadership efficiency and organizational function. 3. To highten the social status of the teach
|Appears in Collections:||教育研究所集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.