屏東縣國小教師背景變項透過教師制控信念、教師間氣氛與校長領導風格對教師工作滿意度之影響

Effect of Background Variables through Locus of Control, School Climate, and Principals’ Leadership Style on the Degree of Job Satisfaction among Pingtung Elementary School Teachers

本研究以「屏東教育長期追蹤資料庫」中的教師普查卷為樣本，採變異數及路徑分析等方法，探究影響國小教師工作滿意度之原因。以均數來看，女性工作滿意度較男性高、已婚較未婚高、兼任行政教師高於未兼任教師。而路徑分析中，除了性別、已婚與兼任行政對工作滿意度有直接影響外，專科學歷教師工作滿意度高是透過中介變項影響。已婚教師工作滿意度高是其內控信念較高而有助提升其滿意度；專科學歷滿意度高於學士學歷教師則因專科教師有較高的內控信念；未兼行政教師工作滿意度低於兼任行政教師的因素中，部分在於未兼行政教師有高外控信念、低內控信念、低社會支持與較少的校長關懷領導所致。

We used teachers data obtained from the Pingtung Education Longitudinal Survey as sample and employed the analysis of variance and path analysis for investigating the factors that influence the job satisfaction of elementary school teachers. The sample mean indicated that the level of job satisfaction of female teachers was higher than that of male teachers, that of married teachers was higher than that of single teachers, and that of teachers with part-time administrative duties was higher than that of those without such duties. The results of path analysis indicated that married teachers demonstrated a high level of job satisfaction because they experienced a substantial internal locus of control; those with junior college degrees demonstrated a higher level of job satisfaction than did those with bachelors degrees because the teachers with junior college degrees also experienced a considerable internal locus of control. Some of the reasons contributing to the low level of job satisfaction among teachers without administrative duties were that they experienced considerable external locus of control, low internal locus of control, low social support, and negligence from principals.