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題名 國小教師工作滿意度指標建構之研究－以三域模型為基礎
A Study of Indicators Construction of Teacher Job Satisfaction for Elementary School Teachers – Based on the Three Domain Model作者 李家安
Lee, Chia An貢獻者 陳榮政
李家安
Lee, Chia An關鍵詞 國民小學教師
教師工作滿意度指標
模糊德菲法
三域模型
elementary school teacher
teacher job satisfaction indicators
fuzzy delphi method
the three domain model日期 2013 上傳時間 21-Jul-2014 15:46:37 (UTC+8) 摘要 本研究旨在以三域模型架構建構我國國民小學教師工作滿意度指標。研究方法部分，先以文獻及資料的探討與分析，以及Dinham與Scott兩位學者所提出的教師工作滿意度三域模型架構，初擬出我國國民小學教師工作滿意度指標，接著以專家問卷評估指標之適切性，再以模糊德菲法問卷進行重要性評估。模糊德菲法的專家問卷調查對象為11位對教師工作滿意度有相當研究及了解的學者專家及資深校長，以三角模糊數的建構方式統整專家對各指標項目的重要性偏好，求得其反模糊化之總值，最後以歸一化方式求得各指標項次的權重，完成我國國小教師工作滿意度指標。根據研究之結果與分析，歸納主要結論如下：一、 本研究共建立以三域模型為基礎架構之三構面，依構面平均權重高低排序為「教學本身的內在因素」(4.5275)、「學校為基礎的因素」(4.275)、「外在社會因素」(4.206)。二、 依照各構面內指標權重高低，依序如下：（一） 「教學本身的內在因素」構面內最重要者為「學生成長」。（二） 「學校為基礎的因素」構面內最重要者為「政策與決策」。（三） 「外在社會因素」構面內最重要者為「教師形象」。最後，依據研究結果提出結論，並提出相關建議。關鍵字：國民小學教師、教師工作滿意度指標、模糊德菲法、三域模型
The purpose of this study is based on the three domain model construct the teacher job satisfaction indicator for elementary school teachers. As for research methods, by means of literature review and the three domain model context by Dinham and Scott, organized a preliminary 23 indicators within 3 main dimensions. By the expert questionnaire modified the preliminary indicators, then based on the Fuzzy Delphi questionnaire with size of 11 experts establish the final indicators. Symmetric triangular fuzzy number was used to analyze experts’ opinion on the importance of each indicator. Normalization of fuzzy number’s total score determined the weight of each indicators; accordingly, the study consists of 3 dimensions and 23 indicators in total, and the conclusions are follows:1. “Internal factors teaching itself”(4.5275 accounts for averaged ).2. “School-based factors”(4.275 accounts for averaged ).3. “External social factors”(4.206 accounts for averaged ).According to priority of inter-dimension indicators, the conclusions are as follows:1. In the dimension “Internal factors teaching itself”, the indicator “Student Development” accounts for the most part.2. In the dimension “School-based factors”, the indicator “Policy and decision-making” accounts for the most part.3. 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Sources of teacher job satisfaction and dissatisfaction in Cyprus. Compare, 36(2), 229–247. 描述 碩士
國立政治大學
教育行政與政策研究所
101171010
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G1011710101 資料類型 thesis dc.contributor.advisor 陳榮政 zh_TW dc.contributor.author (Authors) 李家安 zh_TW dc.contributor.author (Authors) Lee, Chia An en_US dc.creator (作者) 李家安 zh_TW dc.creator (作者) Lee, Chia An en_US dc.date (日期) 2013 en_US dc.date.accessioned 21-Jul-2014 15:46:37 (UTC+8) - dc.date.available 21-Jul-2014 15:46:37 (UTC+8) - dc.date.issued (上傳時間) 21-Jul-2014 15:46:37 (UTC+8) - dc.identifier (Other Identifiers) G1011710101 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67645 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 101171010 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 本研究旨在以三域模型架構建構我國國民小學教師工作滿意度指標。研究方法部分，先以文獻及資料的探討與分析，以及Dinham與Scott兩位學者所提出的教師工作滿意度三域模型架構，初擬出我國國民小學教師工作滿意度指標，接著以專家問卷評估指標之適切性，再以模糊德菲法問卷進行重要性評估。模糊德菲法的專家問卷調查對象為11位對教師工作滿意度有相當研究及了解的學者專家及資深校長，以三角模糊數的建構方式統整專家對各指標項目的重要性偏好，求得其反模糊化之總值，最後以歸一化方式求得各指標項次的權重，完成我國國小教師工作滿意度指標。根據研究之結果與分析，歸納主要結論如下：一、 本研究共建立以三域模型為基礎架構之三構面，依構面平均權重高低排序為「教學本身的內在因素」(4.5275)、「學校為基礎的因素」(4.275)、「外在社會因素」(4.206)。二、 依照各構面內指標權重高低，依序如下：（一） 「教學本身的內在因素」構面內最重要者為「學生成長」。（二） 「學校為基礎的因素」構面內最重要者為「政策與決策」。（三） 「外在社會因素」構面內最重要者為「教師形象」。最後，依據研究結果提出結論，並提出相關建議。關鍵字：國民小學教師、教師工作滿意度指標、模糊德菲法、三域模型 zh_TW dc.description.abstract (摘要) The purpose of this study is based on the three domain model construct the teacher job satisfaction indicator for elementary school teachers. As for research methods, by means of literature review and the three domain model context by Dinham and Scott, organized a preliminary 23 indicators within 3 main dimensions. By the expert questionnaire modified the preliminary indicators, then based on the Fuzzy Delphi questionnaire with size of 11 experts establish the final indicators. Symmetric triangular fuzzy number was used to analyze experts’ opinion on the importance of each indicator. Normalization of fuzzy number’s total score determined the weight of each indicators; accordingly, the study consists of 3 dimensions and 23 indicators in total, and the conclusions are follows:1. “Internal factors teaching itself”(4.5275 accounts for averaged ).2. “School-based factors”(4.275 accounts for averaged ).3. “External social factors”(4.206 accounts for averaged ).According to priority of inter-dimension indicators, the conclusions are as follows:1. In the dimension “Internal factors teaching itself”, the indicator “Student Development” accounts for the most part.2. In the dimension “School-based factors”, the indicator “Policy and decision-making” accounts for the most part.3. In the dimension “External social factors”, the indicator “Image of teachers” accounts for the most part.Key words: elementary school teacher, teacher job satisfaction indicators, fuzzy delphi method, the three domain model. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與待答問題 4第三節 重要名詞釋義 5第四節 研究流程 7第五節 研究方法、範圍與限制 8第二章 文獻探討 10第一節 教師工作滿意度的意涵及其相關研究 10第二節 教師工作滿意度的相關理論 21第三節 教師工作滿意度的層面與指標 35第四節 教師工作滿意度的三域模型 49第五節 小結 67第三章 研究設計與實施 70第一節 研究架構 70第二節 研究對象 72第三節 研究方法 75第四節 研究工具 79第五節 實施程序 80第六節 資料處理與分析 82第四章 研究分析結果與討論 84第一節 我國國民小學教師工作滿意度指標建構專家問卷結果 84第二節 我國國民小學教師工作滿意度指標建構模糊德菲問卷結果 91第三節 結果分析與討論 103第四節 三域模型下的教師工作滿意度指標架構比較 108第五節 小結 112第五章 結論與建議 115第一節 結論 115第二節 建議 121參考文獻 122附錄附錄一 我國國民小學教師工作滿意度指標之適切性評估專家問卷附錄二 我國國民小學教師工作滿意度指標模糊德菲法專家問卷 zh_TW dc.format.extent 2874712 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1011710101 en_US dc.subject (關鍵詞) 國民小學教師 zh_TW dc.subject (關鍵詞) 教師工作滿意度指標 zh_TW dc.subject (關鍵詞) 模糊德菲法 zh_TW dc.subject (關鍵詞) 三域模型 zh_TW dc.subject (關鍵詞) elementary school teacher en_US dc.subject (關鍵詞) teacher job satisfaction indicators en_US dc.subject (關鍵詞) fuzzy delphi method en_US dc.subject (關鍵詞) the three domain model en_US dc.title (題名) 國小教師工作滿意度指標建構之研究－以三域模型為基礎 zh_TW dc.title (題名) A Study of Indicators Construction of Teacher Job Satisfaction for Elementary School Teachers – Based on the Three Domain Model en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 中文部分田宜庭（2013）。我國大學學生學習成效評量指標建構之研究（未出版之碩士論文）。國立政治大學教育行政與政策研究所，臺北市。吳政達（2008）。教育政策分析：概念、方法與應用。臺北市：高等教育。吳政達（2011）。教師組織公民行為前置變項之跨層次模式分析：一個新的分析架構。行政院國家科學委員會專題研究成果報告（報告編號：NSC 99-2410-H-004-027-），未出版。吳清基（1980）：教師工作滿意度在教學心理學上之意義。今日教育，33，62-67。林秀琴、黃文三與沈碩彬 （2009）。高雄市公立國中小校長溝通行為與教師工作滿意度、組織承諾關係之研究。教育經營與管理研究集刊，5，41-67。林青昊（2013）。模糊統計在數學教師教學評鑑調查之應用（未出版之碩士論文）。國立政治大學應用數學系數學教學碩士在職專班，臺北市。林雍智（2000）。台北市國民小學實施學校本位管理與教師工作滿意關係之研究（未出版之碩士論文）。臺北市立師範學院國民教育研究所，臺北市。洪雅苓（2011）。代理代課教師工作滿意度與組織公民行為之研究。資訊科學應用期刊，7(1)，9- 48。張春興（1992）。教育心理學。臺北：華泰。梁丁財（2001）。國民小學校長轉型領導與教師工作滿意度關係之研究（未出版之碩士論文）。臺中師範學院國民教育研究所，臺中市。莊勝利（2007）。國立高中職校長衝突管理、行政溝通與教師工作滿意度關係之研究（未出版之碩士論文）。國立政治大學教育研究所，臺北市。許士軍（1977）。工作滿意、個人特徵與組織氣候－文獻探討及實證研究。國立政治大學學報，35 ，13-16。郭昌禎（2013）。花蓮縣國民小學兼任行政職務教師工作滿意度之研究（未出版之碩士論文）。國立東華大學教育行政與管理學系，花蓮縣。陳美娟（2013）。澎湖縣國小教師工作滿意、組織承諾與組織公民行為關係之研究（未出版之碩士論文）。國立澎湖科技大學服務業經營管理研究所碩士在職專班，澎湖縣。陳登隆（2010）。國民中小學教師領導對教師工作滿意度影響之研究（未出版之碩士論文）。國立政治大學學校行政碩士在職專班，未出版，臺北市。陳聖芳（1999）。台東地區國小教師的工作壓力與工作滿意度之研究（未出版之碩士論文）。臺東師範學院國民教育研究所，臺東縣。傅安生（2013）。校長賦權行為對教師工作滿意度影響之研究-以教師心理氣候為中介變項（未出版之碩士論文）。國立政治大學學校行政碩士在職專班，臺北市。曾詠郎（2006）。學校變革公平性與國小教師工作滿意度及組織承諾關係之研究（未出版之碩士論文）。國立臺南大學教育經營與管理研究所，臺南市。舒緒緯（1990）。國民小學教師溝通滿意與工作滿意關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。楊振昇（1991）。國民小學教師參與學校行政決定與工作士氣關係之研究（未出版之碩士論文）。國立臺灣師範大學教育研究所，臺北市。楊益民（2002）。國民小學教師工作滿意度評量之研究（未出版之碩士論文）。國立台南師範學院行政碩士學位班，臺南市。閻自安（2000）。臺灣地區國民小學學校本位決策與校長領導方式、教師工作滿意度之關係研究（未出版之博士論文）。國立政治大學教育學系，未出版，臺北市。潘安堂（2002）。國民小學教師授能與工作滿意關係之研究（未出版之碩士論文）。國立暨南國際大學教育政策與行政研究所，未出版，南投縣。鄭全利（2003）。屏東縣國民小學資深教師工作壓力知覺、工作滿意度與退休態度之相關研究（未出版之碩士論文）。屏東師範學院心理輔導教育研究所，屏東縣。謝文全（1987）。教育行政——理論與實務。台北市：文景。謝文全（2007）。教育行政學。臺北市：高等教育。蘇船利，黃毅志（2011）。教師間氣氛、校長領導風格、教師教學制控信念與教師工作滿意度關係之研究─以台東縣國民中學為例。屏東教育大學學報-教育類，36，399－430。 英文部分Adams, J. 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