A Study on the Job Satisfaction and Its Related Factors of the Classroom Teachers in Hsinchu Municipal Junior High Schools.

• Main Authors: Wei-Ying Hsiao, 蕭瑋瑩
• Other Authors: Maw-Fa Chien
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/3naas7

碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 96 === The purpose of this study was to investigate the job satisfaction and its related factors of the classroom teachers of Hsinchu Municipal junior high schools and analyzes the variance between the factors. The criterion variable was job satisfactions. Background and job variables were divided into different groups to be compared and analyzed. This study adopted questionnaire survey based on the research purpose. The researcher analyzed the references to make up the questionnaire “job satisfaction of classroom teachers of junior high school”. The research sample consisted of 444 classroom teachers in total of 15 munipal junior high schools and retrieved 245 effective questionnaires analyzed by SPSS\PC for Windows 13. The statistical methods including frequency-distribution, percentage, mean , standard deviation, t-test, and one-way ANOVA were applied for data analyzed. The main findings of this study were as follows ： 1.The “whole job satisfaction” of junior high school teachers appeared above the medium level. The results indicated that “interpersonal relationship” showed the highest satisfaction and “welfare of the remuneration” was the lowest among the four aspects. 2.The satisfaction differences between background variables of classroom teachers of junior high schools: (1) With regard to “whole job satisfaction” , teachers who have taught between 11-20 years showed higher job satisfaction than those under 10 years. (2) In the “classroom management” aspect, female classroom teachers showed higher job satisfaction than males; teachers who have taught over 21 years showed higher job satisfaction than those who have taught between 11-20 years; those who have will to be classroom teachers showed higher job satisfaction. (3) In the “interpersonal relationships” aspect, female classroom teachers showed higher eachers showed higher job satisfaction. (4) In the “working environments” aspect, teachers who have taught between 11-20 years showed higher job satisfaction than those who have taught under 10 years; those who have will to be classroom teachers showed higher job satisfaction. (5) In the “welfare of remuneration” aspect, those who have will to be classroom teachers showed higher job satisfaction. 3. The satisfaction differences between job variables of classroom teachers of junior high schools: (1) With regard to “whole job satisfaction” , those who continuously hold the classroom teachers showed higher job satisfaction. (2) In the “classroom management” aspect, school size over 41 classes showed higher job satisfaction than those between 21-40 classes; those who continuously hold the classroom teachers showed higher job satisfaction. (3) In the “interpersonal relationships” aspect, those who continuously hold the classroom teachers showed higher job satisfaction. (4) In the “working environments” and “welfare of remuneration” aspects, there were no significant differences between groups. Based on the above findings, this study provided recommendations for educational administration authority, junior high schools, junior high school classroom teachers and researchers. Keywords: junior high school classroom teachers, job satisfaction, classroom management need-hierarchy theoty