我國高級中學公民與社會科教師工作滿意度之研究
Abstract
本研究旨在探討我國高級中學公民與社會科教師的工作滿意度，與不同個人背景變項（性別、年齡、婚姻狀況、學歷、專業背景）及不同工作背景變項（任教年資、兼任行政狀況、任教地區）的高級中學公民與社會科教師工作滿意度的差異。本問卷採取問卷調查法，以全國的高級中學公民與社會科教師為母體，共計發出問卷394份，回收有效問卷為318份，可用率為80.7%。統計方法則是使用次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數分析、因素分析及Scheffe法進行事後比較，加以進行分析及進行考驗。
壹、 本研究發現工作滿意度構面由高至低依序是：師生關係（滿意度最高達4.0165）、人際關係、教學工作、行政支持教學、進修求知、薪資報酬、行政領導（滿意度最低為3.1325），仍有改善空間。
貳、就背景變項而言：
一、「男性」教師在「進修求知」、「教學工作」構面與「整體工作滿意度」高於「女性」教師。
二、「29歲以下」的教師在「師生關係」構面上滿意度高於「30-39歲」的教師與「40-49歲」的教師。
三、具有「師大公領系所背景」之教師在「進修求知」構面之滿意度高於「他校社會科學相關系所背景」之教師。
四、任教年資「5年以下」教師在「人際關係」構面之滿意度高於任教年資「11-15年」的教師。
五、任教年資「20 年以上」教師在「人際關係」構面的滿意度高於任教年資「11-15年」與「16-20年」的教師。
六、「兼任導師」的教師在「行政領導」、「薪資報酬」、「教學工作」、「行政支持教學」構面與「整體工作滿意度」高於「專任教師」。
七、「兼任行政」的教師在「行政領導」、「教學工作」構面與「整體工作滿意度」高於「專任教師」。根據上述發現，本研究指出四項結論與四項建議。
The purpose of this study aims to explore the job satisfaction of civic and society teachers in senior high schools in Taiwan. The study takes various factors into account, such as: personal attribute variables ( Gender, marital status, different age group, level of education, and professional background), as well as different work attribute variables (seniority of teaching, doing the administrative work at the same time and location of teaching ). The study was designed in questionnaire format using Senior High school civic and society teachers in Taiwan as sample. A total of 394 questionnaires were issued with 318 copies returned, and the usability ratio is 80%. The following statistical methods were used in the analysis and testing phase: frequency distribution, percentage, mean, standard deviation , independent sample t-test, one- way ANOVA analysis, factor analysis and the Scheffe’method for post comparison. I. Based this study, these are the factors, from the highest to the lowest of importance, that influenced job satisfaction structure: teacher-student relationship (with the highest satisfaction rate of 4.0165), interpersonal communication , teaching work, administration support teaching, advanced study and promotion, salary and remuneration administration leadership (lowest satisfaction rate at 3.1325). It is concluded that there is still room for improvement II. In background variables: 1. “Male” civic and society teachers have higher satisfaction compare to their female counterpart in: “advanced study and promotion”, “teaching job” and ”overall job satisfaction.” 2. Senior high school civic and society teachers in the age group “under 29” show higher satisfaction rate in “teacher-student relationship ” category than those in “30 to 39” and “40 to 49” age group. 3. Civic and society teachers “graduating from information-related departments in National Taiwan Normal University” have higher satisfaction in “advanced study and promotion” than those “graduating from information-related departments in other universities”. 4. Civic and society teachers with tenure of “under 5 years” have higher satisfaction in “interpersonal relationship” construct than those of “11-15years” tenure. 5. Civic and society teachers with tenure of “over 20 years” have higher satisfaction in “interpersonal relationship” construct than those of “11-15years”and “16-20years” tenure. 6. Civic and society tutors teachers have higher satisfaction in “ administration leadership”, “income“, “teaching job”, “administration support teaching,” and ”overall job satisfaction” than those teachers “without having to do administrative work at the same time.” 7. Civic and society teachers “having to do administration work at the same time” have higher satisfaction in “administration leadership.” “teaching job,” “administration support teaching, “ and ”overall job satisfaction” than those teachers “without having to do administrative work at the same time.” Based on the above findings, the study would like to make four conclusions and four suggestions.
The purpose of this study aims to explore the job satisfaction of civic and society teachers in senior high schools in Taiwan. The study takes various factors into account, such as: personal attribute variables ( Gender, marital status, different age group, level of education, and professional background), as well as different work attribute variables (seniority of teaching, doing the administrative work at the same time and location of teaching ). The study was designed in questionnaire format using Senior High school civic and society teachers in Taiwan as sample. A total of 394 questionnaires were issued with 318 copies returned, and the usability ratio is 80%. The following statistical methods were used in the analysis and testing phase: frequency distribution, percentage, mean, standard deviation , independent sample t-test, one- way ANOVA analysis, factor analysis and the Scheffe’method for post comparison. I. Based this study, these are the factors, from the highest to the lowest of importance, that influenced job satisfaction structure: teacher-student relationship (with the highest satisfaction rate of 4.0165), interpersonal communication , teaching work, administration support teaching, advanced study and promotion, salary and remuneration administration leadership (lowest satisfaction rate at 3.1325). It is concluded that there is still room for improvement II. In background variables: 1. “Male” civic and society teachers have higher satisfaction compare to their female counterpart in: “advanced study and promotion”, “teaching job” and ”overall job satisfaction.” 2. Senior high school civic and society teachers in the age group “under 29” show higher satisfaction rate in “teacher-student relationship ” category than those in “30 to 39” and “40 to 49” age group. 3. Civic and society teachers “graduating from information-related departments in National Taiwan Normal University” have higher satisfaction in “advanced study and promotion” than those “graduating from information-related departments in other universities”. 4. Civic and society teachers with tenure of “under 5 years” have higher satisfaction in “interpersonal relationship” construct than those of “11-15years” tenure. 5. Civic and society teachers with tenure of “over 20 years” have higher satisfaction in “interpersonal relationship” construct than those of “11-15years”and “16-20years” tenure. 6. Civic and society tutors teachers have higher satisfaction in “ administration leadership”, “income“, “teaching job”, “administration support teaching,” and ”overall job satisfaction” than those teachers “without having to do administrative work at the same time.” 7. Civic and society teachers “having to do administration work at the same time” have higher satisfaction in “administration leadership.” “teaching job,” “administration support teaching, “ and ”overall job satisfaction” than those teachers “without having to do administrative work at the same time.” Based on the above findings, the study would like to make four conclusions and four suggestions.
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Keywords
公民與社會, 工作滿意度, 高級中學, job satisfaction, civic and society teachers, senior high schools