The relationship among role stress, job satisfaction, work engagement and well-being of junior high school teachers: Self efficacy and proactive personality as moderators

• Main Authors: Fu-ying Lo, 羅芙瀅
• Other Authors: Shu-fang Kao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/33778452064099808068

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.