| Summary: | 碩士 === 玄奘大學 === 應用外語學系碩士班 === 103 === With a view to promoting teachers’ job satisfaction, job rotation systems in schools have to meet the principles of fairness. Besides lowering the feeling of tiredness, by job rotating, teachers can also gain different working experiences and skills, adapt different working environments, and promote their teaching efficiency and interests.
This thesis based on empirical study aims to understand the correlation between job rotation, awareness of fairness, and job satisfaction. Among 418 questionnaires designed with the literature analysis method and given out to the teachers from 17 public elementary schools in Chiayi County, 347 valid samples were collected to be analyzed through Pearson’s discriminant analysis and correlation analysis. The major findings are as follows:
1. Male teachers have higher recognition on job rotation than female teachers. Teachers with MD or PHD apparently have higher perception of job rotation system and whole job rotation than teachers with BD. Teachers with administrative positions get higher scores on whole job rotation than teachers teaching schoolchildren in the lower grades. Teachers teaching in schools with less than 12 classes have higher recognition on job rotation system and whole job rotation than teachers teaching in schools with 13 to 24 classes.
2. Male teachers get higher scores on procedural justice than female teachers.
3. Teachers with administrative positions have higher multiple satisfaction and whole job satisfaction than subject teachers.
4. There is a positive correlation between “job rotation commitment” and “compensation equity.” There is a positive correlation between “job rotation and “job satisfaction.” There is a positive correlation between “compensation equity” and “job satisfaction.”
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