國小教師的專業角色知覺對工作投入之影響:心理契約為中介變項

The Influence of Elementary School Teachers' Perceived Professional Role on Job Engagement: The Mediating Role of Psychological Contract

本研究目的在於探究目前台灣地區國小教師，從心理契約作為中介變項，探討其對於專業角色知覺和工作投入之中介效果。研究樣本為台灣公私立小學教師，採用分層隨機抽樣問卷調查。以描述統計呈現現況、Pearson 積差相關探究變項間的關聯、使用逐步迴歸分析法檢驗預測力與中介效果。研究結果為:(一)國小教師之專業角色知覺、心理契約及工作投入皆為中等以上程度。(二)國小教師之專業角色知覺、心理契約及工作投入兩兩之間均呈現顯著正相關。(三)國小教師之專業角色知覺能有效預測工作投入及心理契約；心理契約則能有效預測工作投入。(四)國小教師的心理契約在專業角色知覺對工作投入的影響具有中介效果。最後，依據研究成果提出建議。

 

This study explored the influence of elementary school teachers’ perceived professional role on job engagement, taking psychological contract as the mediator. Research samples were elementary school teachers in Taiwan and employred stratified random sampling for a questionnaire survey. Hypotheses were validated through statistical analyses, including descriptive statistics, Pearson correlation, and stepwise regression. Research findings indicated that: a. The average score of primary school teachers generally perceived their roles, psychological contracts, and job engagement was above an average level. b. The realationship among primary school teachers generally perceived their roles, psychological contracts, and job engagement was significant. c. Teachers’ role perceptions could predict job engagement and psychological contracts, while psychological contracts effectively predicted job engagement. d. The psychological contract mediateed the impact of role perceptions on job engagement.