A Comparative Study on Well-Being between Long-Term Substitude Teachers and Formal Teachers in Elementary School in Banqiao Districtˏ New Taipei City

• Main Authors: Wen-Fei-Ling, 溫妃玲
• Other Authors: Chang-Fen-Fen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/16248828063530119561

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 101 === The study was designed to investigate and compare the well-being between long-term substitute teachers and formal teachers in elementary school. A questionnaire survey was used in the study. The subjects chosen for this study were all of the long-term substitute teachers in Banqiao District, New Taipei City, all of which were 495 subjects at 23 elementary schools. The subjects of 495 formal teachers were chosen on a random basis. A total of 990 questionnaires were distributed and 852 valid questionnaires were returned. Statistical procedures employed included percentage, t-test, and one-way ANOVA. The results of this study were as follows: (1)The well-being of elementary long-term substitute teachers was moderate. (2)The well-being of elementary long-term substitute teachers showed significant differences for gender, positions, ages, marital status, and education background. (3)No significant difference was uncovered in the well-being of elementary long-term substitute teachers for the different years of teaching experiences, a different number of children, or education background. (4)The well-being of elementary formal teachers was median level. (5)The well-being of elementary formal teachers showed significant differences for gender, positions, and the different years of teaching experiences. (6)No significant difference was uncovered in the well-being of elementary long-term substitute teachers for the different years of teaching experiences, marital status, a different number of children, different highest qualifications, or education background. (7)The better well-being showed significant differences in life satisfaction, healthy, positive emotions, achievement, and the overall well-being. Human relationships showed no significant differences between elementary long-term teachers and formal teachers. The results of the study may help to provide recommendations for the education authorities, schools, teachers, and future research.