A Study on the Relations among Elementary School Teachers' Personality, Organization Climate, Professional Identity and Self-efficacy: A Case of Public Elementary School Teachers in New Taipei City

• Main Authors: Peng, Chi-Li, 彭琪莉
• Other Authors: 齊力
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/2ezv24

碩士 === 臺北市立大學 === 人文藝術學院國民小學教師在職進修公民與社會教學碩士學位班 === 106 === This study aims to explore the relations among teachers' personality, school organization climate, professional identity and self-efficacy by adopting a questionnaire survey on New Taipei City’s elementary school teachers as population. With 500 questionnaires were issued in total, 452 valid responses were collected. The effective response rate is 90.40%. The sample is analyzed with the SPSS software by adopting methods such as descriptive statistics, T-test, one–way ANOVA, and Nested Regression Model. The results are summarized as follow: 1.The most suitable personality of the teachers and good school organization climate are beneficial to teachers’ professional identity: (1)The conscientiousness of teachers’ personality, and the intimate behavior among teachers, supervisory and restrictive behavior of principals would enhance the teachers’ acknowledgement of professional value. (2)The openness to experience and conscientiousness of teachers’ personality and the supervisory behavior of principals would enhance the teachers’ acknowledgement of professional knowledge. (3)The openness to experience, conscientiousness, and the agreeableness of teachers’ personality, the supervisory behavior of principals, and the intimate andcollegial behavior among teachers would enhance the teachers’ acknowledgement of professional involvementand attitude. (4)The openness to experience and extraversion of teachers’ personality, the restrictive behavior of principals, and the intimate behavior among teachers would enhance the teachers’ acknowledgement of professional commitment. 2.The most suitable personality of the teachers, good school organization climate, and high professional identity of the teachers are beneficial to the teachers' self-efficacy: (1)The openness to experience, agreeableness, and the emotional stability of teachers’ personality and the supervisory behavior of principals, collegial behavior of teachers of the school organization climate, and the professional knowledge, involvement, attitude, and commitment of the teachers’ professional identity would enhance the teachers’ acknowledgement of personal teaching efficacy. (2)The agreeableness of teachers’ personalities, the supervisory behavior of principals, the collegial and intimate behavior of teachers of the school organization climate, and the professional knowledge, involvement, attitude, and commitment of the teachers’ professional identity would improve the teachers’ acknowledgement of general teaching efficacy. Lastly, this study makes relevant suggestions based on the main findings and conclusion to education administration, schools, and elementary school teachers.