| Summary: | 碩士 === 南華大學 === 企業管理系管理科學碩博士班 === 98 === In recent years, teachers have experienced more burden and stress than before. And the causes are as follows: the practice of nine-year curriculum, demand of teachers information literacy, and students with diverse ethnic backgrounds. The purpose of this study was to understand the differences of job involvement, job stress, personality traits, professional competence and teaching performance among teachers with different backgrounds. And examined the influences of job involvement, job stress, personality traits and professional competence on teaching performance. The study adopted questionnaire. Samples were selected from the elementary school teachers in the neighborhood of the researcher''s school in Chiayi County. 344 questionnaires were distributed and 288 valid questionnaires were received. The effective response rate was 84%. The data were analyzed by Reliability Analysis, Factor Analysis, Pearson Product-Moment Correlation and Regression Analysis to prove our research assumptions. The results were as follows: job involvement had a significant negative effect on job stress; job involvement had a significant positive effect on teaching performance; professional competence had a significant positive effect on teaching performance; personality traits had a significant positive effect on job stress and job stress had a significant negative effect on teaching performance. This study offered suggestions based on the research results as references for the educational administration and future research.
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