教師認知彈性、正向思考、工作投入、工作壓力與生涯承諾之相關研究

Abstract

本研究主要在了解教師的認知彈性、正向思考、工作投入、工作壓力及生涯承諾之相關情形，供未來師資培育及教師在職進修規劃參考。研究採便利取樣的方式對現職教師進行問卷調查，共回收407份問卷，利用結構方程模式(SEM)檢定本研究的假設。研究結果顯示教師的認知彈性愈大，愈能正向思考，且感受到的工作壓力愈小；而愈能正向思考的教師也愈能投入工作且感受到的工作壓力愈小；教師愈能投入工作則愈能對在教學生涯表現出高度的生涯承諾；但工作壓力則對教師的生涯承諾未具顯著影響。依據研究發現，建議未來在師資培育及教師在職進修方面，可以致力於提升正向思考，以提升教師工作投入的程度及減輕工作壓力的感受，並使教師增強生涯承諾，而激勵自我成長，達成自我實現的目標。

This study focuses on understanding the correlation among teachers' cognitive flexibility, positive thinking, job involvement, work-related stress and career commitment. The questionnaire-survey adopted the convenience sampling method, and 407 questionnaires have been returned. In this study, Structural Equation Modeling (SEM) was the statistic way to confirm the hypotheses. According to the result, the higher cognitive flexibility teachers have, the more positively they can think and the less pressure they perceived at work. Teachers who can think more positively are more able to involve in the work and less likely to experience work –related pressure. Those teachers who are better able to dedicate more energy to work can show a high degree of commitment and condifence in their career commitment; however, work pressure has no significant influence on the teachers’ career commitment. Hence, based on the research, it suggested that for the teacher education and job training, the priority is to enhance teachers’positive thinking. It helps not only to increase teachers’job involvement and decrease work pressure, but also to enhance teachers’ career commitmentto motivate them to achieve the goal of self-realization.