本研究旨在瞭解雲林縣國民中學教師工作投入、人格特質、組織承諾與教學效能的關係與影響，並驗證工作投入對組織承諾與教學效能的中介效果及驗證人格特質對工作投入與教學效能的干擾效果。本研究以問卷調查方式蒐集資料。在樣本的選取上以研究者電話拜訪確認有受訪意願之雲林縣國民中學教師為研究對象，共發349份問卷，回收有效問卷290份，有效問卷回收率83.1%。調查所得資料以SPSS 12.0進行信度分析、因素分析、相關分析與迴歸分析來驗證研究假設。 研究結果發現：（1）工作投入對教學效能有顯著的正向影響。（2）人格特質對教學效能有顯著的正向影響。（3）組織承諾對工作投入有顯著的正向影響。（4）組織承諾對教學效能有顯著的正向影響。（5）工作投入對組織承諾與教學效能之間具有中介效果。（6）人格特質對工作投入與教學效能之間不具有干擾效果。 This purpose of the research was to explore the relation between job involvement, personality traits, organizational commitment and teaching efficacy and further conform the meditating effect of job involvement on organizational commitment and teaching efficacy amomg junior high school teachers in Yunlin County. Additionally, the disturbanace effect of personality traits on job involvement and teaching efficacy were also investigated. The questionnaire was used as the main instrument to collect data. Through telephone visiting, volunteer junior high school teachers in Yunlin County participated in this study. 349 questionnaires were sended and the numbers of validity questionnaires were 290. The return rate of validity questionnaires was 83.1%. The data obtained from SPSS12.0 were analyzed through Reliability analysis, Factor analysis, Correlation analysis and Regression analysis. The findings of the research were summarized as follows：(1) Job involvement had a significant positive influence on teaching efficacy.(2) Personality traits had a significant positive influence on teaching efficacy. (3) Organizational commitment had a significant positive influence on job involvement. (4) Organizational commitment had a significant positive influence on teaching efficacy. (5) Job involvemen had a meditating effect between organizational commitment and teaching efficacy. (6) Personality traits had no disturbanace effect between job involvement and teaching efficacy.
