| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 101 === This study aimed to probe into the relations among job involvement, job stress, and teaching effectiveness of elementary teachers. The purposes of the study were as follows:
1. Understand the current situation of elementary teachers' job involvement, job
stress, and teaching effectiveness.
2. Analyze the differential in job involvement, job stress, and teaching effectiveness
based on diverse background variables.
3. Explore the relation among job involvement, job stress and teaching effectiveness
of elementary teachers.
4. Analyze the forecast of elementary teachers' job involvement and job stress toward
teaching effectiveness.
5. Offer the concrete proposals for the education administrators, elementary schools,
elementary teachers, and the following researches.
The study adopted the questionnaire survey procedure, and the subjects of the study were 10,307 elementary teachers in Kaohsiung City. Stratified random sampling was adopted to select 500 elementary teachers, and 482 valid pieces were collected. The effective returned rate was 99.1%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, and multiple stepwise-regressions.
According to the result of literature review and statistic analysis, the conclusions of this study were as follows:
1. Elementary teachers perceived medium-high level of job involvement and teaching effectiveness, while job stress was medium-low perceived. Furthermore, work identification in job involvement, administration workload in job stress, and teacher-pupil interaction in teaching effectiveness were perceived at the highest level.
2. Elementary teachers in Kaohsiung City age over 51 and seniority over 26 years had the highest level of perceived job involvement; teachers serve directors and seniority among 6-15 years perceived the highest level of job stress; teachers serve coordinators with Master degree and school size was over 25 classes perceived the highest level of teaching effectiveness.
3. Job involvement and job stress were related to teaching effectiveness.
4. Job involvement and job stress of Kaohsiung elementary teachers had the explanatory power over teaching effectiveness, separately and mutually. Work interest in job involvement and interpersonal relationships in job stress were explanatory most.
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