教師工作結果與其工作情境因素之影響：以TEPS第三和第四波高中職教師調查

• Main Author: 紀金山 Chin-Shan Chi
• Format: Article
• Language: English
• Published: Taiwan Association for the Sociology of Education 2012-12-01
• Series: 臺灣教育社會學研究
• Subjects: 倦怠; 承諾; 投入; 教育長期追蹤資料庫; burnout; commitment; engagement; Taiwan Education Panel Surveys
• Online Access: http://www.edubook.com.tw/OATw/detail.aspx?no=200077

現代社會中工作情境和勞動者互動的結果，一直是為社會、組織和個人所關心的重要議題。本研究根據臺灣教育長期追蹤資料庫中第三和四波高中職教師資料，描述當前教師的工作結果樣貌，以及探索影響工作結果的情境因素，包含探討教育制度的特定影響，並檢證所提出之工作控制、要求和資源因素的組織情境解釋模型。在使用追蹤樣本的情境因素分析發現，高中職教師的倦怠、承諾、投入等工作結果皆偏向正面；而倦怠和組織承諾面向間存有顯著的負相關。學校外在制度性的公、私屬性和技職分流因素有穩定的影響，而學校組織情境的工作控制、要求和資源解釋模型則對各項工作結果影響有別；最後並根據研究發現提供相關政策實務意涵及後續學術研究之建議。 The outcomes of interactions between work situations and laborers are an issue of ongoing importance in modern society. This study aimed to describe current work outcomes among teachers, and analyze the contextual factors that influence them, by using a dataset taken from the third & fourth Taiwan Education Panel Surveys (TEPS) of senior high school teachers. The results showed that the work outcomes of senior high school teachers in Taiwan are satisfactory, and that there is a moderate correlation between teacher burnout and organizational commitment. The findings also indicate that institutional factors have an impact on teachers’ work outcomes. In addition, the robustness of the JDCR model was confirmed. In this proposed model, job control and resource factors significantly influence work outcomes, and can thus predict both burnout and organizational commitment, while job demand factors significantly predict a majority of work engagements. The paper concludes with a summary of practical implications of the findings, and offers suggestions for further related academic research.