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Please use this identifier to cite or link to this item: http://ir.lib.stu.edu.tw:80/ir/handle/310903100/2452

Title: 國小特殊教育教師的心理資本及其與工作表現之相關研究
The Relationship between Elementary School Special Education Teachers’ Psychology Capital and Job Performance
Authors: 吳禹鴒
Yu-Ling Wu
Contributors: 兒童與家庭服務系
李新民(Hsing-Ming Lee)
Keywords: 工作表現;心理資本
Elementary School;job performance;psychological capital;special educators
Date: 2011
Issue Date: 2011-12-01 11:25:38 (UTC+8)
Publisher: 高雄市:[樹德科技大學兒童與家庭服務系]
Abstract: 本研究旨在釐清國小特殊教育教師的心理資本與工作表現之相關研究。研究者採用問卷調查法,對高雄縣市、台東縣教導十二歲以下六歲以上身心障礙學童之特殊教育教師,共300位為研究對象,進行心理資本與工作表現問卷施測。透過實證研究證析特殊教育教師心理資本測量模式、釐清特殊教育教師心理資本因素構面之差異、探究不同背景特殊教育教師心理資本之差異,及特殊教育教師心理資本與工作表現之潛在關聯。調查所得資料藉由探索性因素分析、驗證性因素分析、相依樣本變異數分析、獨立樣本變異數分析以及結構模式統合分析進行資料處理。
研究結果發現:一、國小特殊教育教師心理資本量表信效度良好;二、國小特殊教育教師心理資本是一個四因素構面組成的潛在構念;三、國小特殊教育教師心理資本不同的四個分構面中,特殊教育教師對於「樂觀」的傾向較高,以「韌性」的傾向最低;四、影響國小特殊教育教師心理資本的主要因素為地區、任教意願;五、特殊教育教師心理資本與工作表現有潛在關聯。研究者根據研究發現,對特殊教育教師的建議為:探析特殊教育教師心理資本、改變特殊教育教師生活型態;對特殊教育機構的建議為:自評國小特殊教育教師的心理資本、進行心理資本介入進而提升國小特殊教育教師工作表現;對政府機構的建議為:提供均等而普及的特殊教育教師心理支持系統、提昇特殊教育教師任教意願;未來研究建議為:擴大研究樣本與區域、擴大研究對象、增加研究變項、嘗試其他研究設計、進行質化分析等。
The aim of study is to analyze relative research about psychology capital and job performance on elementary school teachers of special education. Within survey of psychology capital and job performance on 300 elementary school teachers of special education (6-12 year-old disable children) at Kaohsiung, Taitung, the researcher used exploratory factor analysis, confirmatory factor analysis, ANOVA with dependent sample, oneway ANOVA & structural equation modeling analysis to analyze these approaches : a measure model of special education teacher’s psychology capital, of special education teacher’ psychology capital, background differences of special education teacher’ psychology capital, and relation between special education teachers’ psychology capital and job performance.
The result of study:
1.Reliability and validity of special education teachers’ psychology capital measuring is pretty weel.
2. Special education teachers’ psychology capital is a latent concept composed of four factors.
3.In four dimensions of special education teachers’ psychology capital, “optimistic” is higher, and “resilience” is lowest.
4.There is a significantly positive relationship between special education teachers’ psychology capital and job performance.
According the result, the suggestions to teachers of special education are:
1.To analyze special education teacher’ s psychology capital.
2.To change special education teacher’s life style.
And suggestions to organizations of special education are:
1.To measure special education teacher’s psychology capital on special education.
2.To approve special education teacher’s job performance within psychology capital.
And suggestions to government are:
1.To provide general system of psychology support for teachers of special education.
2.To approve teaching desire of special education teachers.
Appears in Collections:[兒童與家庭服務系(所)] 博碩士論文

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