特殊教育學校教師人格特質、幸福感與專業承諾之關係
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2018
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本研究旨在探討特殊教育學校教師人格特質、幸福感與專業承諾之關係，在文獻分析的基礎下，採用問卷調查法，以「特殊教育學校教師人格特質、幸福感與專業承諾問卷」為研究工具，共收回309份有效問卷；所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析及雙因子變異數分析等方式進行統計分析，進而了解特殊教育學校教師人格特質、幸福感與專業承諾之現況、差異情形與三者之間的關係。
根據資料分析結果，本研究的結論摘要如下：
一、特殊教育學校教師之人格特質以「友善性」傾向最為明顯。
二、特殊教育學校教師之幸福感感受屬於中等程度。
三、特殊教育學校教師之專業承諾屬於中高程度，其中特別重視「專業倫理」和「專業認同」。
四、不同「性別」、「年齡」及「服務年資」的特殊教育學校教師，在人格特質的表現上會有所差異。
五、不同「服務年資」的特殊教育學校教師在幸福感的感受上有差異。
六、特殊教育學校教師的專業承諾不因背景變項的不同而有所差異。
七、特殊教育學校教師的「開放性」、「嚴謹性」、「外向性」及「友善性」人格特質越高者，其專業承諾的表現也越高。
八、特殊教育學校教師的幸福感程度越高，其專業承諾越高。
九、特殊教育學校教師的人格特質與幸福感對專業承諾的影響沒有交互作用，故兩者之間的關係不會影響個體對專業承諾的看法。
The purpose of this study was to investigate the personality traits, well-being, and professional commitment of special education teachers at special education school in Taiwan. Based on the literature review, the study utilized the questionnaire survey procedure. 309 participants were asked to complete the questionnaire of personality traits, well-being, and professional commitment of special education school teachers. The data obtained were analyzed by descriptive statistics, one-way ANOVA, and two-way ANOVA to verify assumptions. Accroding to the analysis results, the following conclusions are drawn: 1.The personality traits of special education school teachers in Taiwan show obvious tendency on agreeable. 2.The well-being of special education school teachers in Taiwan achieve the middle and upper level. 3.The special education school teachers in Taiwan have upper middle perception of professional commitment, and pay attention to “professional ethics” and “professional identification” in particular. 4.There are significant difference in special education school teachers’ personality traits of gender, age, and seniority of teaching. 5.There are significant difference in special education school teachers’ well-being of seniority of teaching. 6.There are no significant difference in special education school teachers’ professional commitment of gender, age, special educational background, seniority of teaching, and position. 7.When the tendency on personality traits of openness to experience, conscientiousness, extraversion and agreeableness is more obvious, the special education school teachers’ professional commitment show higher. 8.The happier the special education school teachers, the higher professional commitment they show. 9.There are no interaction with personality traits and well-being, and that would not effect the perception of special education school teachers’ professional commitment.
The purpose of this study was to investigate the personality traits, well-being, and professional commitment of special education teachers at special education school in Taiwan. Based on the literature review, the study utilized the questionnaire survey procedure. 309 participants were asked to complete the questionnaire of personality traits, well-being, and professional commitment of special education school teachers. The data obtained were analyzed by descriptive statistics, one-way ANOVA, and two-way ANOVA to verify assumptions. Accroding to the analysis results, the following conclusions are drawn: 1.The personality traits of special education school teachers in Taiwan show obvious tendency on agreeable. 2.The well-being of special education school teachers in Taiwan achieve the middle and upper level. 3.The special education school teachers in Taiwan have upper middle perception of professional commitment, and pay attention to “professional ethics” and “professional identification” in particular. 4.There are significant difference in special education school teachers’ personality traits of gender, age, and seniority of teaching. 5.There are significant difference in special education school teachers’ well-being of seniority of teaching. 6.There are no significant difference in special education school teachers’ professional commitment of gender, age, special educational background, seniority of teaching, and position. 7.When the tendency on personality traits of openness to experience, conscientiousness, extraversion and agreeableness is more obvious, the special education school teachers’ professional commitment show higher. 8.The happier the special education school teachers, the higher professional commitment they show. 9.There are no interaction with personality traits and well-being, and that would not effect the perception of special education school teachers’ professional commitment.
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特殊教育學校, 特殊教育教師, 人格特質, 幸福感, 專業承諾, special education schools, special education teachers, personality traits, well-being, professional commitment