The Impact of Special Education Teachers’ Job Motivation on Job Involvement – The Moderating Effect of Job Stress

• Main Authors: Tung, Chun-Kai, 董群楷
• Other Authors: Chen Tung-Liang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/83568195016267833734

碩士 === 中華大學 === 科技管理學系碩士班 === 99 === Special education teachers play a key role to disabled students which have recently become more and more serious. Special education teachers are facing difficulties and challenges at a low achievement in long-term teaching, and a higher level of weariness than passion for work. Therefore, based on special education of elementary school teachers in the middle area of Taiwan, this research conducts survey to explore the relationship between "job motivation", "job stress" and "job involvement". We truly hope this research can help education departments to provide higher quality education environment in the near future. This descriptive research was conducted via questionnaire surveys from November to December 2010 to 283 special education teachers, of which 280 valid questionnaires were returned with a response rate of 98.94%. Secondly, this study is based on descriptive statistical analysis, independent t-test, One-way ANOVA analysis, correlation analysis, multiple regression analysis, and hierarchical regression analysis to analyze the data. Hereby, the conclusions of the research are as follows. 1. Regarding the results, "job itself" has the strongest motivation and "administrative mechanism" has the lowest motivation. Regarding "job stress", "job loading" causes strongest pressures whereas "human relationship" results in lowest pressures. Regarding "job involvement", "job enjoyment" leads to highest level of involvement whereas "job identity" leads to lowest level of involvement. 2. There are significant differences in job motivation regarding differences in age, educational levels, marital status and years of service of special education teachers. 3. There are significant differences in job stress regarding differences in genders, age, education levels, marital status and years of service of special education teachers. 4. There are significant differences in job involvement regarding differences in years of service of special education teachers; other background variables have no significant differences. 5. "Job motivation" has positive influences on "Job involvement" for special education teachers. 6. Regarding the relationship between "job stress" and "job involvement", special education teachers’ "professional knowledge" and "human relationship" have negative influence on "job involvement" whereas "job loading" has positive influence. 7. Concering the moderating effect of "job stress", "job loading" weakens the relationship between "self-motivation" and "job involvement"; "administrative support" weakens the relationship between "administrative mechanism" and "work scenario" to "job involvement"; "human relationship" strengthens the relationship between "work scenario" and "job involvement".