學校氣候與教師工作滿意度關係之研究： 以臺灣、日本、韓國為例

Abstract

本研究旨在瞭解臺灣、日本和韓國國民中學教師知覺學校氣候與教師工作滿意度的現況，分析不同背景變項的國民中學教師所知覺的學校氣候與工作滿意度差異之情形，並探討教師知覺學校氣候與教師工作滿意度之關係。\n本研究採次級資料分析法，分析2018年教學與學習調查 (Teaching and Learning International Survey, TALIS 2018) 在臺灣、日本和韓國調查之數據，透過系統性的資料分析資料與整理，運用統計軟體IBM SPSS Statistics 25.0進行量化資料統計，以探討上述三個地區學校氣候與教師工作滿意度之間的關係與差異。\n本研究之研究對象為10321位國中教師。資料分析結果以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關的統計方法加以分析與探討。研究結論如下：\n一、相較其他地區，臺灣國民中學教師知覺學校氣候較佳\n二、相較於其他地區，韓國國民中學教師工作滿意度高\n三、不同背景變項在知覺學校氣候與教師工作滿意度的差異：\n1.相較於其他地區，韓國女性在知覺學校氣候上顯著優於男性，臺灣和韓國男性在工作滿意度上顯著高於女性。\n2.相較於其他地區，日本全職教師在教師工作滿意度顯著低於兼職老師。\n3.臺灣、日本、韓國以首份工作為教職的教師在知覺學校氣候和教師工作滿意度上顯著優於首份工作非教職的教師。\n4.相較於臺灣，日本和韓國教學年資越長的教師，在知覺學校氣候上較佳。\n5.臺灣、日本、韓國教學年資越長的教師，在教師工作滿意度上越高。\n四、臺灣、日本、韓國國民中學教師知覺的「親和支持」和「學校氣候」對提高教師工作認同有助益。\n五、臺灣、日本、韓國國民中學教師知覺的「專業發展創新」對提高教師工作認同有助益。\n\n最後根據本研究結果，提出具體建議，以供教育行政機關、學校校長、學術相關研究及相關單位參考。

The purpose of this study is to understand the current situation of school climate and teachers’ job satisfaction among Chinese Taipei, Japan and Korea national junior high school teachers. This paper analyzes the differences between school climate and job satisfaction perceived by National Junior High School teachers with different background variables and explores the relationship between teacher perception school climate and teachers’ job satisfaction. This study used the Secondary Data analysis method to analyze the data of the 2018 Teaching and Learning International Survey (TALIS) surveyed in Chinese Taipei, Japan, and Korea. Through systematic data analysis and collation, the statistical software IBM SPSS Statistics 25.0 performs quantitative data statistics to explore the relationship and differences between school climate and teachers` job satisfaction in the three regions. The research object of this study is 10,321 national junior high school teachers. The data analysis results were analyzed and discussed by descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation coefficient methods.\nThe research conclusions are as follows:\nFirst, compared with other regions, Chinese Taipei National Junior High School teachers perceive high school climate.\nSecond, compared with other regions, Korean National Junior High teachers have high job satisfaction.\nThird, the difference between different background variables in the perception of school climate and teachers’ job satisfaction:\n1. Compared with other regions, Korean males are significantly lower than females in perceptual school climate, and Chinese Taipei and Korean males are significantly higher in job satisfaction than females.\n2. Compared with other regions, Japanese full-time teachers have significantly lower job satisfaction in teachers than part-time teachers.\n3. Chinese Taipei, Japan, and South Korea’s teachers who have their first job as faculty members are significantly higher than the first job non-faculty teachers in perceived school climate and teacher job satisfaction.\n4. Compared with Chinese Taipei, the long experience the teachers in Japan and South Korea are teaching, the better the climate in the school of perception.\n5. The longer the experience the teachers in Chinese Taipei, Japan, and Korea are teaching, the higher the teacher`s job satisfaction.\nFourth, The "Affinity Support" and "School Climate" perceived by Chinese Taipei, Japanese, and Korean National High School teachers are helpful for improving the recognition of teachers` work.\nFifth, The "professional development and innovation" perceived by teachers in Chinese Taipei, Japan, and Korea’s national secondary schools is helpful for improving the recognition of teachers` work.