新北市國中特教教師學校組織氣氛與工作滿意度之研究

Abstract

本研究旨在探討新北市國民中學特教教師知覺學校組織氣氛與工作滿意度之現況，並分析不同教師背景變項在學校組織氣氛與工作滿意度所知覺的差異，進而探究學校組織氣氛與工作滿意度之間的關係。 因應研究目的，本研究採問卷調查法，以「國民中學身心障礙類特教教師知覺學校組織氣氛與工作滿意度調查問卷」為研究工具，受試者為新北市40所公立國中之教師，共發放188份問卷，回收174份，回收率為92.55%，有效問卷共174份，可使用率為100%。本研究以SPSS for Windows 20.0版統計套裝軟體進行描述性統計、皮爾森積差相關、獨立樣本t檢定、獨立樣本單因子變異數分析，以及多元逐步迴歸等統計方法分析所得資料。 經由歸納與統整調查研究結果，本研究獲致以下結論： 一、新北市國民中學特教教師對於學校組織氣氛及工作滿意度的感受普通，屬於中等程度。 二、新北市國民中學特教教師在知覺整體學校組織氛與整體工作滿意度方面，呈現顯著正相關。 三、不同性別、學歷、目前職務的新北市國民中學特教教師知覺學校組織氣氛與工作滿意度無顯著差異。 四、不同年齡、特教專業背景、學校規模的新北市國民中學特教教師對於學校組織氛與工作滿意度的感受達顯著差異。其中年齡為41歲以上、特教專業背景為其他、學校規模為 36班以下的教師對於學校組織氣氛與工作滿意度皆有較佳的感受。 五、不同服務年資的新北市國民中學特教教師對於學校組織氣氛的感受達顯著差異，工作滿意度則無顯著差異。其中服務年資為5年以下、11年以上的教師對於學校組織氣氛有 較佳的感受。 六、新北市國民中學特教教師知覺學校組織氣氛的程度能有效預測工作滿意度。其中「校長支持行為」、「教師奉獻型行為」、「教師疏離型行為」對於「整體工作滿意度」具 有正向影響力。 根據上述結論，本研究分別針對教育主管機關、國民中學教育人員，以及未來研究者提出相關建議。The aim of this study was to measure the perceived organizational climate and job satisfaction of special educators, and to determine if relationships existed between the two variables. Self-designed questionnaires including organizational climate descriptive questionnaire and job satisfaction scale were administered to the randomly selected 188 special education teachers. A response rate of nearly 93 percent was gained. Analysis consisted of descriptive statistics including frequencies, means, and standard deviations as well as inferential statistics using Pearson’s correlation, independent samples t-test, one-way ANOVA, and stepwise multiple regression. The main findings were as follows: 1.The teachers experienced an average level of organizational climate and job satisfaction. 2.There was a significant positive relationship between overall organizational climate and overall job satisfaction. 3.No significant differences in organizational climate or in teachers’ job satisfaction were found in relation to gender, level of education, and job titles. 4.Significant differences in organization climate or in teachers’ job satisfaction were found in relation to age, educational background, and school size. Specifically, teachers reporting more open-type of organizational climate and higher job satisfaction were those aging over 41, labeling educational background “others”, and working in smaller schools less than 36 classes. 5.In addition, significant differences were also found in organizational climate between different length of service. Teachers having more open-type of organizational climate were those with less than 5 years or more than 11years of teaching experience. 6.Lastly, the stepwise regression model revealed that “Supportive Principal Behavior”, “Committed Teacher Behavior”, and “Disengaged Teacher Behavior” dimensions contributed significantly to teachers’ overall job satisfaction. Suggestions for education authorities, junior high school teachers, and future research were offered.