| Summary: | 碩士 === 玄奘大學 === 應用心理學系碩士在職專班 === 100 === The purpose of this study was to explore the influence of junior high school teachers’ role stress on job satisfaction, work engagement and well-being. In addition, we also examined the moderating effects of self -efficacy and proactive personality on the relationship among role stress,
job satisfaction, work engagement and well-being.
The purposive sampling method was used to conduct surveys with structured questionnaires among junior high school teachers in Taoyuan, Hsinchu and Miaoli Counties. A total of 382 participants returned valid responses for further analysis. The major findings were as follows:
1.The role ambiguity was negatively associated with job satisfaction, work engagement and well-being.
2.The role conflict was negatively associated with job satisfaction and well-being.
3.The job satisfaction and work engagement were positively associated with well-being.
4.There were significant differences in role conflict and work engagement between special education teachers and regular education teachers.
5.Self-efficacy and proactive personality could not moderate the relationship among role stress, job satisfaction, work engagement and well-being. But, self-efficacy and proactive personality had main effects on job satisfaction, work engagement and well-being.
|
|---|
