| 摘要: | 教師是學校最重要的資源，也是影響教學品質的最大關鍵。隨著教育環境的變遷，社會賦予教師的期待和要求愈趨多元，使教師負擔更加沉重。本研究欲透過研究探討教師的工作壓力、人格特質以及對教學工作投入和認同的程度是否會影響到其教學品質。研究以彰化縣國小教師為研究對象，總計發出535份問卷，回收有效問卷共509份。問卷內容包含了個人基本資料、工作壓力、人格特質、工作投入與教學品質量表。問卷分析以SPSS12.0套裝軟體為研究工具，並以描述統計、t檢定、單因子變異數分析與皮爾遜積差相關及迴歸分析進行統計分析。研究發現國小教師會因個人背景變項的不同，在工作壓力、人格特質、工作投入及教學品質四個變項上，有部分的顯著差異影響；教師在工作壓力與教學品質達顯著負相關，人格特質與教學品質達顯著正相關，工作投入與教學品質達顯著正相關，其中以人格特質與工作投入相關程度最高，而國小教師在工作壓力、工作投入對教學品質具有顯著預測力。且人格特質中的「親和性」特質對工作壓力與教學品質具干擾作用；人格特質中的「親和性」和「外向性」特質對工作投入與教學品質具干擾作用。
Teachers are regarded as the primary resources in schools as well as the key factors in teaching quality. With the change of educational environment, the society gives teachers more diverse expectations and requirements so that the burden of teachers has become heavier. Under such work stress for a long period of time, would the teaching quality be affected? Teachers with different personality traits present various management methods and attitudes that the job involvement and identification are distinct. Will these factors affect the teaching quality? This study aims to discuss the effects of work stress, personality traits, and job involvement on teaching quality. Having the elementary school teachers in Changhua County be the research subjects, total 535 questionnaires are distributed and 509 valid copies are retrieved. The questionnaire contains personal data and the scales of work stress, personality traits, job involvement, and teaching quality. With SPSS 12.0 as the research tool, descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis are utilized for the statistical analyses.The research findings show that elementary school teachers present significant differences on work stress, personality traits, job involvement, and teaching quality because of distinct personal background. Both work stress and teaching quality achieve remarkably negative correlations; job involvement and teaching quality reach notably positive correlations; and personality traits and teaching quality achieve significantly positive correlations. The correlations between personality traits and job involvement appear the highest; and the teachers show remarkable predictions of teaching quality on work stress, personality traits, and job involvement. Moreover, Agreeableness in personality traits reveals moderating effect on work stress and teaching quality, while Agreeableness and Extroversion appear moderating effects on job involvement and teaching quality. |
