A Study on Job Satisfactions, Teaching Commitment, Career Resilience and Teaching Belief of Special Education Teachers in Public Primary Schools in Taichung City

• Main Authors: Wu, Nian-Ying, 吳念穎
• Other Authors: LIN, CHENG-TE
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/k32f9x

碩士 === 康寧大學 === 企業管理研究所 === 107 === The aim of this study is to research the relationships among job satisfactions, teaching commitment, career resilience, and teaching belief of special education teachers in puclic primary Schools in Taichung City. Questionnaires are used to collect data, and 240 questionnaires are analyzed effectively. The statistical analysis methods includes descriptive statistics, independent samples t test, ANOVA analysis, Scheffes method, Pearson correlation, and regression analysis. The results of this study are as follows: 1. There is significant difference in special education teachers teaching commitment. The difference comes form the genders and academic. Female scores of teaching commitments are significantly higher than male. The scores of teachers with bachelor degrees are higher than those with master degrees. 2. There is significant difference in special education teachers teaching belief. The difference comes form the genders and classes. The scores of female curriculum and instruction are significantly higher than male. And the scores of teachers in centralized class are higher than those in itinerant class. 3. There is significant difference in special education teachers job satisfactions. The difference comes form the academic and teaching classes. Teachers with bachelor degrees get higher scores than those with masters degrees in the sections of teaching environment, internal factors and job satisfaction. In addition, the teachers in centralized class get higher scores than those in itinerant class in the section of “teaching environment”. 4. There is significant difference in special education teachers career resilience. The difference comes form the teaching classes. The scores of teachers in centralized class are higher than those in itinerant class in the section of “dependent self-efficacy”. 5. There are significant positive correlations among special education teachers job satisfactions, teaching commitment, career resilience, and teaching belief. 6. Special education teachers job satisfactions, career resilience, and teaching belief can predict teaching commitment significantly. Finally, suggestions are provided according to the study for special education teachers, schools, educational administration institution, and future research. Keywords: job satisfactions, teaching commitment, career resilience, teaching belief