The Relationships Among Explanatory Style, Resilience and Well-being of the Junior High School Teachers when Facing Teacher Recruitment Exams

• Main Authors: Cheng, Kai-Chen, 鄭凱禎
• Other Authors: Chen, Jia-cheng
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/60893630738274488392

碩士 === 國立臺灣藝術大學 === 藝術與人文教學研究所 === 104 === The main purpose of this study is to explore different background variables in Taipei City of junior high school teachers who face the adversity of teacher recruitment in different condition of explanatory styles, differentiation of diversified background variables resilience and well-being. The methodology of this study is to use questionaire and the participants of this research include formal teachers and qualified teacher certificate substitute teachers from the public junior high schools in Taipei City. There are three hundred and thirty-three effective questionaires which has been collected. The tools of this study contain the scale of the junior high school teachers’ explanatory styles, the scale of resilience and the scale of the junior high school teachers’ well-being. The data would be analyzed by using descripive statistics, t-test, one-way ANOVA, product-moment correlation, and multiple stepwise regression analysis. Here are the outcomes below. 1. The circumstances of explanatory styles, resilience, and well-being for junior high school teachers in Taipei City belongs to upper-intermediate level. 2. The differentiation among years of work, religion belief, status and position for junior high school teachers’ explanatory styles have significant difference. 3. The differentiation among gender, age, educational background, years of work, teaching field, and position for junior high school teachers’ resilience have significant difference. 4. The differentiation among educational backgrond, religion beief, and position for junior high school teachers’ well-being have significant difference. 5. The whole well-being of each level for Taipei City junior high school teachers’ explanatory styles which can predict pervasiveness and personalization of positive events, and pervasiveness of negative events effectively perceive well-being. 6. The whole we-being of each level for Taipei City junior high school teachers’ resilience which can predict personal strength, social competence, and structured style effectively perceive well-being. 7. Taipei City junior high school teachers’ resilience and explanatory styles of positive events can predict well-being effectively. Finally, the conclusion and suggestion which are on the basis of the research results can offer teachers and associations as references.