臺灣教師心理資本與工作滿意度關聯之後設分析

Meta-Analysis of the Correlation Between Psychological Capital and Job Satisfaction Among Teachers in Taiwan

國內有關教師心理資本與工作滿意度關聯性之相關研究在量化研究方面，多以橫斷面研究為主，欠缺定量性的系統性文獻回顧與歸納，本研究以後設分析方法，蒐集2000年至2025年1月間，國內教師心理資本與工作滿意度之相關文獻共計21篇，樣本數為9,145筆，探討臺灣教師心理資本與工作滿意度之關係，並分析調節變項對兩者的調節效果。研究發現臺灣教師心理資本、以及其分構面的自我效能、希望、復原力、樂觀與工作滿意度在隨機模式中的效果值分別為.493、.419、.448、.432、.463，為正向中效果量。以學校層級、地區、研究年代、性別、教學年資、職務、教師年齡、教育程度、婚姻狀況等作為調節變項，發現在學校層級方面，幼兒園教師、國小教師及跨學制教師的效果量高於國中教師及高中職教師；在地區屬性方面，臺灣中部地區、南部地區教師的效果量高於北部地區及全臺灣教師；在研究年代部分，2021年之後的效果量高於研究年代為2011年至2015、2016年至2020年。此外，以性別、教學年資、教師年齡作為調節變項，臺灣教師心理資本與工作滿意度關聯效果有明顯不同；職務、教育程度、婚姻狀況臺灣教師心理資本與工作滿意度關聯效果無明顯不同，不具調節效果。本研究採後設分析法，透過統整大量的量化成果，提升研究結果的效度與穩定性，探討異質性與調節變項，並評估出版偏誤，提升研究可信度，提供教育研究或實務現場，教師心理資本與工作滿意度關聯之議題科學的依據，並作為後續相關研究定錨之參考。

Most domestic quantitative studies on the relationship between teachers’psychological capital and job satisfaction adopted cross-sec¬tional designs, with a lack of systematic and quantitative reviews. This study employed a meta-analytic approach to synthesize relevant empiri¬cal studies conducted in Taiwan from 2000 to January 2025. A total of 21 studies involving 9,145 participants were included to examine the overall relationship between teachers’psychological capital and job satisfaction, as well as to explore potential moderating effects of predictor variables.
The findings revealed that psychological capital and its subdimen¬sions—self-efficacy, hope, resilience, and optimism—had moderate and positive effect sizes on job satisfaction under the random-effects mod¬el (r = .493, .419, .448, .432, and .463, respectively). Moderator analyses showed that school level, geographic region, and publication year sig¬nificantly influenced the strength of the relationship. Specifically, kin¬dergarten, elementary, and cross-level teachers demonstrated higher ef¬fect sizes than junior high and high school teachers. Teachers from cen¬tral and southern Taiwan also showed stronger associations than those from northern or nationwide samples. Moreover, studies published after 2021 reported higher effect sizes compared to those conducted between 2011‒2015 and 2016‒2020. Significant differences were also found when gender, teaching experience, and teacher age were considered as mod¬erators. However, no significant moderating effects were observed for job position, educational attainment, or marital status.
By adopting a meta-analytic method, this study enhanced the valid¬ity and stability of findings through the integration of diverse quantita¬tive data. It also examined heterogeneity and potential moderator vari¬ables, assessed publication bias, and provided a scientifically grounded reference for both educational research and practice regarding the link between teachers’psychological capital and job satisfaction. This study further served as an anchor point for future research in this field.