教師生涯召喚、生涯調適力與生涯滿意度之研究
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Date
2016
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Abstract
本研究旨在探討教師的生涯召喚、生涯調適力與生涯滿意度之差異情形、相關情形與因果關係。研究採用調查研究法，以「成人生涯召喚量表」、「生涯調適力量表」和「家庭及工作生活滿意度量表之工作滿意量表、快樂(生活滿意)分量表」為研究工具。以立意取樣方式抽取全國高中職、國中、國小及特殊教育學校等共29所學校正式教師進行問卷的填寫，有效問卷共615份。研究資料透過SPSS 22與LISREL 8.71進行描述統計、單因子多變量變異數分析、積差相關分析與線性結構方程模式等統計方法進行資料分析與處理。研究結果如下：
一、教師的生涯召喚狀態，在年齡、任教年資、學校級別、轉職經驗和宗教信仰等背景變項上達統計上顯著差異。
二、教師的生涯調適力表現，在年齡、教育程度、任教年資、擔任職務與宗教信仰等背景變項上達統計上顯著差異。
三、教師的生涯滿意度，在年齡、性別、任教年資、轉職經驗和宗教信仰等背景變項上達統計上顯著差異。
四、教師生涯召喚和生涯調適力之相關係數為.483~.604，達統計上顯著水準。
五、教師生涯調適力與生涯滿意度之相關係數為.412~.536，達統計上顯著水準。
六、教師生涯召喚和生涯滿意度之相關係數為.544~.838，達統計上顯著水準。
七、教師生涯召喚、生涯調適力與生涯滿意度之因果模式從本研究資料中獲得支持。其中，生涯召喚和生涯調適力、生涯調適力和生涯滿意度、生涯召喚和生涯滿意度間有直接因果關係存在。此外，生涯召喚亦透過生涯調適力間接影響生涯滿意度。
最後，研究者依據本研究結果加以討論，並提出具體建議以作為相關實務工作者及未來研究之參考。
The purpose of the study was to explore the differences and relations among career calling, career adaptability, and career satisfaction of teachers under different demographic backgrounds. In addition, the study aimed to construct a career adaptability model and to validate the appropriateness of the model applied on teachers in Taiwan. The study adopted a survey research design. Participants were 615 teachers from 29 primary and high schools in Taiwan. They completed the Adult-Calling Scale, Career Adaptability Subscale, Job Satisfaction Scale, and The Satisfaction With Life Scale. Data collected was analyzed by descriptive statistics, MANOVA, Pearson’s r , and SEM. The findings indicated that (1) there were significant differences in teachers’ calling under different ages, years of teaching, school levels, career transfering experiences, and religions, (2) there were significant differences in teachers’ career adaptability under different ages, education levels, years of teaching, positions, and religions, (3) there were significant differences in teachers’ career satisfaction under different ages, genders, years of teaching, career transfering experiences, and religions, (4) there were significant relationship between career calling and career adaptability, career adaptability and career satisfaction, and career calling and career satisfaction in the Pearson’s γ, (5) the model proposed to describe the causal relationship among career calling, career adaptability, and career satisfaction was confirmed by the data in this study. The findings were discussed and implications for practice and further research were also provided.
The purpose of the study was to explore the differences and relations among career calling, career adaptability, and career satisfaction of teachers under different demographic backgrounds. In addition, the study aimed to construct a career adaptability model and to validate the appropriateness of the model applied on teachers in Taiwan. The study adopted a survey research design. Participants were 615 teachers from 29 primary and high schools in Taiwan. They completed the Adult-Calling Scale, Career Adaptability Subscale, Job Satisfaction Scale, and The Satisfaction With Life Scale. Data collected was analyzed by descriptive statistics, MANOVA, Pearson’s r , and SEM. The findings indicated that (1) there were significant differences in teachers’ calling under different ages, years of teaching, school levels, career transfering experiences, and religions, (2) there were significant differences in teachers’ career adaptability under different ages, education levels, years of teaching, positions, and religions, (3) there were significant differences in teachers’ career satisfaction under different ages, genders, years of teaching, career transfering experiences, and religions, (4) there were significant relationship between career calling and career adaptability, career adaptability and career satisfaction, and career calling and career satisfaction in the Pearson’s γ, (5) the model proposed to describe the causal relationship among career calling, career adaptability, and career satisfaction was confirmed by the data in this study. The findings were discussed and implications for practice and further research were also provided.
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Keywords
生涯召喚, 生涯調適力, 生涯滿意度, career calling, career adaptability, career satisfaction