| Summary: | 碩士 === 大葉大學 === 管理學院碩士在職專班 === 99 === The purpose of this study is to discuss the effect of Teacher Profession Development Evaluation Cognition on Teachers’ Job Satisfaction , Teachers’ Organizational Commitment and Teachers’ Job Involvement.
To achieve the targets, questionnaires were distributed to the elementary school teachers in Central Taiwan. A total of 470 questionnaires were dispatched and 460 returned (438 were applicable and 22 questionnaires were rejected). The recalling rate was 93%.Data were analyzed through independent t-test and further comparison and statistical analysis based on Scheffe’s method were performed, the conclusion of this study were:
1. Teacher profession development evaluation cognition are significantly impact on Teachers’ Job Satisfaction.
2. Teacher profession development evaluation cognition are significantly impact on Teachers’ Organizational Commitment.
3. Teacher profession development evaluation cognition are significantly impact on Teachers’ Job Involvement.
4. teacher profession development evaluation cognition are significantly impact on Teachers’ Job Satisfaction , Teachers’ Organizational Commitment and Teachers’ Job Involvement.
5. The remarkable difference in cognition of teacher profession development evaluation exists in age, size of school and seniority.
6. The remarkable difference in perceiving the situation of teachers’ teaching attitude exists in sex, age, ,position and seniority .
|
|---|
