| Summary: | 碩士 === 國立臺灣師範大學 === 社會教育學系在職進修碩士班 === 98 === The main purpose of this study was to investigate and explore the relationship of social support, psychological empowerment, and work satisfaction of adoption-guidance volunteers in elementary school in Taipei County. This study used a questionnaire survey method to collect data. A total of 335 valid questionnaires was analyzed by using mean, One-way ANOVA, Pearson product-moment correlation, Spearman’s rank correlation, and multiple regressions.
According to the findings, some conclusions were as follows,
1.Social support: The sense of social support of adoption-guidance volunteers in elementary school was middle-high. And, the sense of social support was better when they were single, low-seniority, and retired.
2.Psychological empowerment: The sense of psychological empowerment of adoption-guidance volunteers in elementary school was middle. The sense of psychological empowerment was better when they were male, high-age, high-seniority, no child, and high education level. And, there was positive significant correlation in social support and psychological empowerment.
3.Work satisfaction: The level of work satisfaction of adoption-guidance volunteers in elementary school was middle-high. The level of work satisfaction was better when they were male, single, low-seniority, trained, and no child. And, there was positive significant correlation in social support, psychological empowerment, and work satisfaction.
4.Hierarchical Regression Analysis: The result in regression mode of perception of social support, psychological empowerment, and work satisfaction concludes that administratively support ,partners’ support, impact, competence, self-determination could affect work satisfaction. These five factors could explain the 61.2﹪of the total variance in work satisfaction.
In sum, this research found social support and psychological empowerment have the forward effect and prediction to work satisfaction. Therefore, it suggested that the school institution may strengthen the professional training to adoption-guidance volunteers. Moreover, the school administration must strive to build a comfortable environment and encouraging working atmosphere that make adoption-guidance volunteers promote work satisfaction.
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