師資生基於良師圖像之核心自我評價與其敬業貢獻度之關聯性探討

A Study on the Correlation between Preservice Teachers’Core Self-Evaluation Based on Ideal Teacher’s Image and Their Job Engagement

本研究旨在探討，從師資培育白皮書中對教師圖像的描摹，進而探尋從培養師資生核心自我評價中展現良師之特質，使其日後進入教育職場後展現敬業貢獻度之影響分析。文中以教育部終身學習三大教師圖像所描繪之要件:教育愛、專業力以及未來力，進而探討教師核心自我評價的培養，是否有其對應關係，能否藉此提昇師培生爾後進入教育職場後，對良師特質有更為清晰概念與行為之落實，進而在職場上展現積極正向之敬業貢獻度，研究發現:具高核心自我評價者對自我有較佳之認同，也較能展現工作熱忱，在面臨困境時亦較認為有能力解決，能正向看待職場之挫折，有穩定之情緒控管，對工作也有較佳之滿意程度，樂於接受挑戰與不斷學習成長，幸福感亦隨之提升，而這與教師圖像中充沛的教育熱忱、負責的教學態度、接納多元現狀，並能面對環境的挑戰和考驗，發揮創意改善教學困境、不斷地落實終身學習與成長，有其高度之共同之處，此為本研究希冀從兩者間發現對應關係，並在師資培育階段鼓勵師培生積極培養之特質，藉此，提供日後師培訓練機構課程之融入，提高師資生未來在職場之敬業貢獻度，亦可進一步做為學術研究與行政實務推動之參酌。

The purpose of this study is to explore, starting with the depiction of ideal teachers’image in the“White Paper on Teacher Education,”then on how to cultivate characteristics of good teachers in the core self-evaluation of preservice teachers, and the impact of such on their job engagement after they enter the workplace. Based on the three core values described in the“Image of a Lifelong Learning Teacher”published by the Ministry of Education in Taiwan: love for education, professionalism, and future capacity this paper investigates whether there is a correlation between these values and the cultivation of teachers' core self-evaluation, and whether it can be used to improve preservice teachers’understanding and implementation of good teacher characteristics and for them to consequently demonstrate positive job engagement in the workplace. The study found that: preservice teachers with higher core self-evaluation results had a better sense of self-identity, showed more enthusiasm at work, were more capable of overcoming adversity, viewed setbacks in the workplace more positively, controlled their emotions better, were more satisfied with their work, were more excited about challenges and growth opportunities, and as a result, their sense of happiness increased. This finding is highly similar to the qualities described in the“Image of a Lifelong Learning Teacher”: passion for education, responsible teaching attitude, acceptance of diverse status quo, ability to face challenges and solve difficulties in teaching, and mentality of continuous lifelong learning and growth. This research hopes to discover the correlation between the two ,and encourage preservice teachers to actively cultivate positive teacher characteristics in their training stage, so as to provide the basis for future integration of teacher training institutes and the improvement of preservice teachers’job engagement. Furthermore, it can also used as a reference for academic research and administrative practice.