臺東縣國小教師不同養成背景、制控信念與工作滿意度的關連性

The Relationship between Teachers' Training Backgrounds, Locus of Control and Job Satisfaction in Taitung County

工作滿意度高的教師，往往有較高的教學品質。現今國小師資之培育有多元的管道，本研究旨在比較不同養成背景的教師，其工作滿意度是否有所差異。筆者使用2003年台東縣教育長期資料庫（TTEPS）的教師樣本作路徑分析，其中級任導師的有效樣本共791人，佔全體級任導師的91.3%。本研究發現，教師制控信念中的內控信念越高、外控信念越低，則工作滿意度越高。不論是師範、師專、師院、師資班或代理教師，其工作滿意度並沒有差異。也就是說，不同養成背景教師的工作滿意度沒有差異，這不支持人力資本論，而支持文化資本論。

Teachers who have higher job satisfaction usually have higher teaching quality. Nowadays the training of elementary school teachers has multi-channels, this research aims at comparing whether elementary school teachers from different training backgrounds have different job satisfaction. The author uses path analysis to analyze questionnaires of elementary school teachers of the TTEPS data in 2003. The author obtained 791 valid samples (91.3%) from TTEPS data. The results showed that a teacher will have higher job satisfaction if he feels more internal and less external locus of control. There is no difference between teachers whether they have been trained by normal school, normal institute, teachers’ college, elementary school teachers’ training class, or they are acting teachers. In other words, the level of job satisfaction is not different because of different training backgrounds. The author concludes that “cultural capital theory” instead of “human capital” can better explain the result.