| Summary: | 碩士 === 國立臺南大學 === 教育學系教育行政碩士在職專班 === 104 === The purpose of this study was to investigate the current status of job satisfaction and organizational commitment for elementary school teachers taking part-time in school administration, to compare the perceptive differences of teachers’ background variables on teachers’ job satisfaction and organizational commitment. The relationship between job satisfaction and organizational commitment was also discussed. The data were collected through questionnaire method. A proportional stratified sampling was applied with the population of teachers of part-time administrative positions in public elementary schools in Tainan City. The tool was a personally made questionnaire “The scale of elementary school teachers’ job satisfaction and organizational commitment with part-time administrative positions”. A total of 300 questionnaires were given out, 296 valid ones were returned. The retrieved probability was around 99%. There were 292 valid questionnaires and the probability of the usable questionnaires was around 97%. The data gathered was conducted by computer software SPSS version 19.0. The statistics methods used were t-test, one-way ANOVA (Analysis of Variance), Pearson cross-product correlation, and stepwise regression analysis. The findings of this study are as follows:
1. The points of teachers’ job satisfaction and organizational commitment are at the intermediate level and above the intermediate level respectively.
2. Male teachers have a significantly higher perception degree of administration leadership in job satisfaction.
3. Teachers with a position of directors have a significantly higher perception degree of work environment in job satisfaction.
4. Among the backgroud variables, there is no significant difference for different gender, age, marriage, education background, years of service, current position, and scale of school in teachers’ job satisfaction.
5. Teachers with a position of directors have a significantly higher perception degree of organizational commitment.
6. Among the backgroud variables, there is no significant difference for different gender, age, marriage, education background, years of service, and scale of school in teachers’ organizational commitment.
7. Teachers' job satisfaction has a positive impact on the organizational commitment, in which the "work itself" is the most influential.
Finally, the implications for administrative authorities and schools and the suggestions for future research were provided.
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