國小教師工作壓力與工作滿意度之關係研究：教師自我效能感的中介效果

Relationships Between Job Stress and Job Satisfaction Among Elementary School Teachers: The Mediating Role of Teacher Self-Efficacy

本研究旨在釐清國小教師工作壓力、自我效能感及工作滿意度的關係。為達研究目的，本研究採取次級資料分析法，取用「教學與學習國際調查」（TALIS）2018年臺灣3,425國小教師的資料，以結構方程模式進行統計分析。研究結果顯示，國小教師自我效能感在工作壓力對工作滿意度的預測中具有部分中介的效果，亦即國小教師的工作壓力「工作負荷量」與「學生問題」分層面皆對工作滿意度有負向直接預測效果外，「工作負荷量」分層面同時會藉由自我效能感「學生投入」分層面的中介，對工作滿意度有正向間接預測效果，即競爭式中介效果；然而工作壓力「學生問題」分層面卻會藉由自我效能感「學生投入」分層面的中介，對工作滿意度有負向間接預測效果，即互補式中介效果。

This study examined the relationships among the job stress, self-efficacy, and job satisfaction of elementary school teachers in Taiwan. A secondary analysis of the data of 3,425 Taiwanese elementary school teachers who participated in the 2018 Teaching and Learning International Study was performed using structural equation modeling. The results indicate that job stress exerts significant direct and indirect effects on job satisfaction that are partially mediated by the ＂student engagement＂ component of teacher self-efficacy. The results also reveal different patterns in the relationships among job stress, self-efficacy, and job satisfaction and highlight the competitive and complementary mediating effects of the ＂student engagement＂ component of teacher self-efficacy on the relationships between the ＂workload＂ and ＂student problems＂ components of job stress and job satisfaction.