| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 89 === The main purpose of this study is to explore the relationship among the work values, self-efficacy, job pressure and commitment to teaching of the junior high school teachers in Chia-Nan area. And this study also compares variances of teachers’ personal backgrounds with work values, self-efficacy and commitment to teaching.
Four types of questionaire were employed in this study. First, The validity and reliability of each questionnaire was established through the analysis of pre-test, which was self-developed from the reviews of literatures and was amended based on suggestions from scholars as well as specialists.
The subjects in the study constituted of 800 junior high school teachers in Chia-Nan Area, which sampling according the school ration of the Chia-Nan area junior high schools. Finally, the data, 607 vaild responses, were analyzed utilizing the static methods of Mean、Standard Deviation、T-test、Anova、Pearson’s Product-Moment Correction, Multiple Regression Analysis.
The conclusions of the above study are synthesized as follows:
1.A great emphasis of the work values of those junior high school teaches in Chia-Nan area is on 「working conditions」.
2.The degree of teacher self-efficacy of junior high school teachers in Chia-Nan area is considered as「middle-low」level, and those teachers fell less confidence to self teaching ability in facing of external conditions, especially family factors.
3.The degree of teacher’s commitment to teaching of those junior high school teachers in Chia-Nan area is considered as 「middle-above」level, and the lowest item was lowest item was shown on「learner involvement」.
4.Teachers, responded as the female teachers, years of service below 10 years、age above 31 and under 40 have higher work values.
5.Male teachers of junior high school in Chia-Nan area are higher than male teachers on 「work context efficacy assessment」and 「personal positive efficacy assessment」.
6.Teachers, responded as years of service above 16 years、age above 31、teachers who are supervisors and generally area have higher self-efficacy.
7.Teachers, responded as years of service above 16 years and schools located in general area is higher in 「teaching loyality and love」, and female teachers is higher in 「learner involvement 」and「teaching identification and improvement」.
8.Teacher’s work values, self-efficacy and commitment to teaching will different with the degree of working pressures.
9.There is a positive relationship among teacher’s work values , self-efficacy, and the teacher commitment to teaching.
10.The positive assessment order upon sense of teacher self-efficacy, teacher’s work values and teacher personal backgrounds to teacher commitment to teaching.
According to the empirical research, the researchers proposes some suggestions as a reference, the main suggestions as following:
a.Suitably to distribute the resources.
b.Offer teachers appropriate pressure.
c.Teacher-education institutes should train their students the skills to cope with some crisis about teaching.
d.Teachers can design a assessment list to increase or clear self commitment .
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