A Study on the Personality Traits, Professional Growth Identification and Job Satisfaction: Examples of Elementary School & Junior High School Special Education Teachers Participated in Psychological-assessment Training in New Taipei City

• Main Authors: Ching-Wen Hsiao, 蕭靜文
• Other Authors: Juinn-Cherng Lu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/j3v64b

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 102 === The main purpose of this study is to explore the relationship among personality traits, professional growth identification and job satisfaction of elementary school & junior high school special education teachers participated in psychological-assessment training in New Taipei City. First, it constructed the research framework by discussing the theoretical fundamentals and related researches through literary reviews. Second, it focused on the survey sample of elementary school & junior high school special education psychological-assessment teachers in New Taipei City. The questionnaires were mail to 378 parental respondents, and returned 287 copies. There were 272 valid questionnaires analyzed the descriptive statistics and covariance structures by using the SPSS and AMOS statistic software. The conclusions of this study were as follows. 1. Teachers have the agreeableness, conscientiousness and openness personality traits can identify the needs of psychological-assessment trainings. 2. The implement of psychological-assessment professional development training courses helps improve the effectiveness and job satisfaction of the psychological-assessment teachers. 3. The psychological-assessment teachers’ personality dominates job satisfaction, and with professional growth can enhance the level of satisfaction. Keywords: personality traits, psychological-assessment teachers’ training, job satisfaction