The Relationships among Personality Traits, Well-being, and Professional Commitment of Special Education School Teachers

• Main Author: 呂易瑾
• Other Authors: 于曉平
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/v9v9zf

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 106 === The purpose of this study was to investigate the personality traits, well-being, and professional commitment of special education teachers at special education school in Taiwan. Based on the literature review, the study utilized the questionnaire survey procedure. 309 participants were asked to complete the questionnaire of personality traits, well-being, and professional commitment of special education school teachers. The data obtained were analyzed by descriptive statistics, one-way ANOVA, and two-way ANOVA to verify assumptions. Accroding to the analysis results, the following conclusions are drawn: 1.The personality traits of special education school teachers in Taiwan show obvious tendency on agreeable. 2.The well-being of special education school teachers in Taiwan achieve the middle and upper level. 3.The special education school teachers in Taiwan have upper middle perception of professional commitment, and pay attention to “professional ethics” and “professional identification” in particular. 4.There are significant difference in special education school teachers’ personality traits of gender, age, and seniority of teaching. 5.There are significant difference in special education school teachers’ well-being of seniority of teaching. 6.There are no significant difference in special education school teachers’ professional commitment of gender, age, special educational background, seniority of teaching, and position. 7.When the tendency on personality traits of openness to experience, conscientiousness, extraversion and agreeableness is more obvious, the special education school teachers’ professional commitment show higher. 8.The happier the special education school teachers, the higher professional commitment they show. 9.There are no interaction with personality traits and well-being, and that would not effect the perception of special education school teachers’ professional commitment.