A Study on Relationships among Social Support , Burnout and Teaching Efficacy of Elementary School Teachers：Taoyuan County as an Example

• Main Authors: Ching-Hui Huang, 黃靖惠
• Other Authors: Ching-Lin Yang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/91022278587219157052

碩士 === 中原大學 === 教育研究所 === 101 === This study was aimed to investigate the current situation, different background variables effect, correlations, forecast, and intermediary effect among social support, burnout and teaching efficacy of public elementary schools in Taoyuan County. The method adopted in this study was survey research. Adopting stratified random sampling, data were collected from 998 samples in 76 schools. All data collected were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, SEM, and cluster analysis. The conclusions are as follows: 1. The social support and teaching efficacy perceived by the teachers from elementary schools in Taoyuan County are significantly above theoretical average. The burnout by the teachers from elementary schools in Taoyuan County are significantly below theoretical average. 2. Teachers with different background variables have significantly different perception in social support, burnout and teaching efficacy of public elementary schools in Taoyuan County. 3. There is a moderate correlation between every two variables of social support, burnout and teaching efficacy. 4. Social support and burnout have the significant prediction toward teaching efficacy. 5. Burnout is a moderate variable between social support and teaching efficacy. 6. In Taoyuan County, every county city, township and town presents in different groups in this research with three variable scores. Based on the results above, the study offers suggestions ： 1. Educational administration should apply practical learning Instructional Materials and Methods development activities. 2. Principals should make use of multidimensional model of leadership and shape the quality of campus culture, the establishment of multiple communication channels. 3. Teachers can take the initiative to participate in school administration, professional sharing with peers, forming cooperative learning professional team.