| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 100 === The purpose of this study is to explore the relationships among the positive psychological capital, teaching effectiveness, job satisfaction, and subjective well-being of elementary school teachers. Furthermore, the study constructs the model and verifies the direct impact of positive psychological capital on subjective well-being to evaluate whether teaching effectiveness and job satisfaction are the mediators of the model.
A questionnaire survey is conducted in this study. The first data obtained from 438 teachers are employed to test the reliability and validity of all the scales. The second data from 900 teachers are meant to explore the differences between demographic variables and positive psychological capital, teaching effectiveness, job satisfaction, and subjective well-being; in addition, they are used to construct and verify the structural model.
The samples are collected and analyzed with instruments, including Basic Data, Positive Psychological Capital Scale, Teaching Effectiveness Scale, Job Satisfaction Scale and Subjective Well-Being Scale. Data obtained from the survey are analyzed by Exploratory Factor Analysis (EFA), Reliability Analysis, Confirmatory Factor Analysis (CFA), one-way MANOVA and structural equation modeling(SEM) .
The major findings of this research are as follows:
1.The scales are appropriate to evaluate elementary school teachers’ positive psychological capital, teaching effectiveness, job satisfaction and subjective well-being.
2.The elementary school teachers’ positive psychological capital differs according to age, position, seniority and education levels; their teaching effectiveness correlates with age and seniority; their job satisfaction correlates with gender, age, position, seniority and school size; their subjective well-being differs according to gender, age, and seniority.
3.The elementary school teachers’ positive psychological capital has a direct and positive effect on their subjective well-being. The relationship between positive psychological capital and subjective well-being is also mediated by job satisfaction.
According to the findings and conclusions, the study proposes the suggestions for elementary school teachers, school administrative offices, teacher-cultivated institutes, education administrative institutes and future researches.
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