- 作者: 李新鄉
- 作者服務機構: 國立嘉義師範學院初教系
- 中文摘要: 本研究主要在探討國民小學教師對其所從事教學工作的投入程度,並兼及其對於服務學校的認同和專業工作的知覺,同時驗證Hackman&Oldham之工作特性模式理論等。本研究有效樣本1284位,採用之統計分析包含單因子變異數分析及區別分析,經研究結果獲致如下發現: 一、就教育工作專業知覺言,國小教師因服務年資與教育背景之不同而有顯著之差異;年資愈高,以及曾進修過研究所者,對教育工作具有專業特性的認知愈高。 二、就學校認同而言,女性、年資超過10年以上以及師院以上教育背景的國小教師有顯著較高的學校認同。 三、就教學工作投入而言,男性、服務年資超過10年以上以及師院以上教育背景的國小教師對於教學工作有顯著較高的投入水準。 四、專業工作知覺、自我概念與學校認同對於國小教師教學工作投入的高低具有顯著的區別效力。 五、Hackman&Oldham的工作特性模式理論、Bass的工作情境理論,Saleh&Ho-sek工作投入為自我概念之具體展現說均獲得實證支持。
- 英文摘要: There are two purpose of this study: (A) to examine the relationship between job involvement onteaching and its related social-demographic factors; (B) to verify the theory of job characteristics modeland the comprehensive model of job involvement. A stratified sampling method was used during the sampling process. A total of 1284 valid subjectswere drawn from three normal universities and five teachers' colleges in Taiwan. Major findings of this study include: (1)the social-demographic variables have significant influenceson the perception of professional work, school identification and job involvement on teaching; (2) theperception of professional work, school identification and self-concepts can -be used to discriminate dif-ferent levels of job involvement on teaching; (3) the theory of the job characteristics model and the com-prehensive model of the job involvement is verified.
- 中文關鍵字: 工作投入; 自我概念; 專業工作知覺; 學校認同
- 英文關鍵字: job involvement;self-consepts; perception of professional work; school identification