新竹市立國民中學導師工作滿意及其相關因素之研究

Abstract

本研究旨在探討新竹市立國民中學導師工作滿意之情形及其相關因素，進而分析各相關因素間的差異情形。以工作滿意為主要變項，而以個人背景變項及工作變項分不同組別加以比較分析。依據研究目的，本研究採用問卷調查法，研究者參酌相關文獻資料之分析，據以編製「國民中學導師工作滿意問卷」，以新竹市15所公立國民中學共計444位導師為研究對象，獲得245份有效問卷，以SPSS for Windows 13.0 版統計軟體程式進行統計分析；並採用次數分配及百分比、平均數及標準差、t檢定（t-test）、變異數分析（ANOVA）等統計方法進行資料處理。本研究獲致下列結論： 一、國民中學導師工作滿意程度屬中等程度以上。其中以「人際關係」構面的滿意感受最高，而以「薪資福利」構面的滿意感受最低；滿意程度由高而低，其次序為：「人際關係」、「班級經營」、「工作環境」、「薪資福利」。 二、不同個人背景變項的國民中學導師工作滿意之差異情形如下： （一）在整體工作滿意方面， 「服務10年以下」者高於「服務11-20年」者；「較有意願擔任導師」者高於「較無意願擔任導師」者。 （二）在班級經營方面的滿意程度，「女性」導師高於「男性」導師；「服務21年以上」者高於「服務11-20年」者；「較有意願擔任導師」者高於「較無意願擔任導師」者。 （三）在人際關係方面的滿意程度，「女性」導師高於「男性」導師；「較有意願擔任導師」者高於「較無意願擔任導師」者。 （四）在工作環境方面的滿意程度，「服務10年以下」者高於「服務11-20年」者。「較有意願擔任導師」者高於「較無意願擔任導師」者。 （五）在薪資福利方面的滿意程度，「較有意願擔任導師」者高於「較無意願擔任導師」者。

三、不同工作變項的國民中學導師工作滿意之差異情形如下： （一）在整體工作滿意方面，「連續擔任該班導師」者高於「非連續擔任該班導師」者。 （二） 在班級經營方面的滿意程度，「學校規模達41班以上」者高於「學校規模達21-40班」者；「連續擔任該班導師」者高於「非連續擔任該班導師者」。 （三） 在人際關係方面的滿意程度，「連續擔任該班導師」者高於「非連續擔任該班導師」者。 （四）不同工作變項在工作環境方面的滿意程度均無顯著差異。 （五）不同工作變項在薪資福利方面的滿意程度均無顯著差異。 基於上述結論，本研究提出十三項建議供教育行政機關、學校及國民中學導師及未來研究之參考。

The purpose of this study was to investigate the job satisfaction and its related factors of the classroom teachers of Hsinchu Municipal junior high schools and analyzes the variance between the factors. The criterion variable was job satisfactions. Background and job variables were divided into different groups to be compared and analyzed. This study adopted questionnaire survey based on the research purpose. The researcher analyzed the references to make up the questionnaire “job satisfaction of classroom teachers of junior high school”. The research sample consisted of 444 classroom teachers in total of 15 munipal junior high schools and retrieved 245 effective questionnaires analyzed by SPSS\PC for Windows 13. The statistical methods including frequency-distribution, percentage, mean , standard deviation, t-test, and one-way ANOVA were applied for data analyzed. The main findings of this study were as follows ： 1.The “whole job satisfaction” of junior high school teachers appeared above the medium level. The results indicated that “interpersonal relationship” showed the highest satisfaction and “welfare of the remuneration” was the lowest among the four aspects. 2.The satisfaction differences between background variables of classroom teachers of junior high schools: (1) With regard to “whole job satisfaction” , teachers who have taught between 11-20 years showed higher job satisfaction than those under 10 years. (2) In the “classroom management” aspect, female classroom teachers showed higher job satisfaction than males; teachers who have taught over 21 years showed higher job satisfaction than those who have taught between 11-20 years; those who have will to be classroom teachers showed higher job satisfaction. (3) In the “interpersonal relationships” aspect, female classroom teachers showed higher eachers showed higher job satisfaction. (4) In the “working environments” aspect, teachers who have taught between 11-20 years showed higher job satisfaction than those who have taught under 10 years; those who have will to be classroom teachers showed higher job satisfaction. (5) In the “welfare of remuneration” aspect, those who have will to be classroom teachers showed higher job satisfaction. 3. The satisfaction differences between job variables of classroom teachers of junior high schools: (1) With regard to “whole job satisfaction” , those who continuously hold the classroom teachers showed higher job satisfaction. (2) In the “classroom management” aspect, school size over 41 classes showed higher job satisfaction than those between 21-40 classes; those who continuously hold the classroom teachers showed higher job satisfaction. (3) In the “interpersonal relationships” aspect, those who continuously hold the classroom teachers showed higher job satisfaction. (4) In the “working environments” and “welfare of remuneration” aspects, there were no significant differences between groups.

Based on the above findings, this study provided recommendations for educational administration authority, junior high schools, junior high school classroom teachers and researchers.

Keywords: junior high school classroom teachers, job satisfaction, classroom management need-hierarchy theoty