| Summary: | 碩士 === 國立屏東大學 === 教育視導與評鑑碩士學位學程 === 103 === The study examined the relationships of teacher job stress, organization commitment and well-being for teachers in public elementary schools in Kaohsiung City, Taiwan. A survey method was conducted and the “Job Stress, Organization Commitment and Well-being for Elementary Teachers in Kaohsiung City Questionnaire” was developed based on literature review and related research. Likert 5-Point Scale was utilized in scoring. A stratified random sampling was applied with the population of teachers in public elementary schools in Kaohsiung City in the school year of 2015. 540 teachers received the questionnaires. 527 participants returned the questionnaires and 521 of them were valid, suggesting a valid rate of 96.48%. Data analysis plans included descriptive statistics, Independent Sample t Test, One-way Analysis of Variance (ANOVA), and Stepwise Multivariate Regression Analysis.
Below are findings of data analysis:
1. Elementary teachers perceive the levels of job stress as “moderate.” In terms of sources contributing job stress, teachers indicate “parents spoiling children” as the most significant one.
2. Elementary teachers have moderate to high levels of organization commitment to their schools. Teachers are most willing to make commitment on “teaching assigned subjects with efforts and responsibilities.”
3. Elementary teachers indicate moderate to high levels of well-being. Regarding sources contributing well-being, “the stability and security of this occupation” is pointed as the most critical one.
4. Teachers with high education levels (above graduate school), leading a classroom, and being in large school (more than 49 classrooms) feel more stress on parent-teacher relationships.
5. Male teachers have higher organization commitment.
6. Teachers with more years of in-services (more than 21 years) and with administrative positions have better well-being and higher organization commitment.
7. Job stress has negative but low correlation with well-being for elementary school teachers. Loading of the job contributes the direction the most.
8. Organization commitment has positive and moderate relationships to teacher’s well-being. Willingness of working contributes the direction the most.
9. Job stress and organization commitment have common connections with teacher’s well-being. Willingness of working hard is the most important factor to increase teacher’s well-being.
Suggestions, implications for teachers and schools, as well as directions for future research are provided.
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