A Study on the Relationship among Career Self-efficacy, Social Support, and Career Commitment for the Elementary School Teachers.

• Main Authors: Wen-jen Lai, 賴文仁
• Other Authors: Wei-te Liu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/74831705261675408911

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === Abstract The purposes of this study include: to have a better understanding of the perceptions of teaching career self-efficacy, social support, and career commitment of the teachers in elementary schools; to explore what teachers’ backgrounds will pull out from their performance of teaching career self-efficacy, social support, and career commitment; to study how career self-efficacy, social support, and career commitment are related; to discuss the ability of prediction to career commitment of those teachers who differ in career self-efficacy and social support. There are 570 Yunlin County teachers ware surveyed by answering a questionnaire edited by researcher, in which a profile of the relationship among perceptive degrees of teaching career self-efficacy, support, and career commitment could be determined, as the average and standard deviation have been counted. The data of the relationship are collected using one-way MANOVA analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and canonical & Pearson’s product-moment correlation methods are applied to see whether performance of career self-efficacy, social support, and career commitment are apparently related to each-other. Step regression and path analysis to analyze the data. According to the data analysis, the conclusion were as follows: 1. Elementary school teachers’ perceptions of career self-efficacy and career commitment are above middle, but the performances of social support are lower. 2. Elementary school teachers’ performances of career self-efficacy would be affected by the genders, marital status, age, academic degrees, serving years, duties except school scales. 3. Elementary school teachers’ perceptions of social support wouldn’t be affected by the age, academic degrees, school scales, but by genders marital status , serving years, duties. 4. Elementary school teachers’ perceptions of career commitment would be affected by the genders, marital status, age, academic degrees, serving years, duties except school scales. 5. There is significant positive correlation among teachers’ perceptive degrees of career self-efficacy, social support and career commitment. 6. Elementary school teachers’ performance of career commitment would be forecasted by teachers’ backgrounds, self-efficacy, and social support. 7. The intensity of confidence, consequent, the self-esteem support, the emotional support directly forecast teachers’ career commitment, and some of them also were intermediary variables. According to the conclusions, this study provided some recommendations to elementary school teachers; ducation and school administration authorities;inititution for teacher education.