| Summary: | 博士 === 國立高雄師範大學 === 成人教育研究所 === 101 === The study aims to explore teachers’ self-efficacy, job stress, teacher learning and job satisfaction among senior high school teachers. The study seeks to know (1)the differences between theses four factors among teachers, (2)the relationships between these four factors, (3)if teacher’s self-efficacy, job stress, teacher learning can predict job satisfaction, (4)show routes of background variables, self-efficacy, job stress and teacher learning influence the teachers’ job satisfaction.
The study adopted the questionnaire survey and the “Senior High School Teacher Experience Questionnaire” was used as the tool. Total 610 questionnaires were distributed, 576 questionnaires retrieved, there are 558 valid subjects (sample validation 91.5%).
According to finds of the research, the conclusions are as follows:
1.Private school teachers have higher self-efficacy than public school teachers.
2.Female teachers’ overall job stress is significantly higher than male teachers.
3.Teachers of ages 30-39, and ages over 60 showed significant higher scores on teacher learning than those age between 40 to 49.
4.Teachers younger than 30 and those age 50-59 are significantly more satisfied with the job than teachers’ age between 40 to 49.
5.Teachers attending administrative postions show significant higher scores on teacher learning than other other teachers.
6.Teaching different subjects significantly affects teachers’ self-efficacay, job stress and teacher learning.
7.There are multitude relationships between teachers’ self-efficacy, job stress, teacher learning and job satisfaction; the four factors are capable of predicting each other’s inclination.
Based on the findings of the study, suggestions are made for teachers’ continuing education and school administration, and ideas are proposed for future researches.
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