| Summary: | 碩士 === 靜宜大學 === 教育研究所 === 104 === This study explored the relationship among social support, work engagement and turnover intention of elementary school teachers in Taichung city. The participants were teachers from the public elementary schools during the 2015 school year , including substitute teachers (full-time substitutes and adjunct teachers) and formal teachers. A total of 459 questionnaires were distributed, and 367 were valid among the participants with valid data. In addition to demographic information, the participants completed the Social Support Scale , the Utrecht Work Engagement Scale , the Turnover Intention Scale. The descriptive statistics, one-way ANOVA, and Pearson’s product-moment correlation are employed to analyze the data.The results are as followed:
1. The elementary school Teachers in Taichung city (substitutes and formals) all possess low-level subjective relationships among social support, and work engagement.
2. Social support of teachers came primarily from colleagues at the school, followed by their spouse, and least of all from parents.
3. Female teachers are more engaged in their work than their male counterparts.
4.Teachers aged form 41 to 50 teachers have higher work engagement than those aged 31 to 40.
5. The turnover intention who have served under five years is higher than those who have served 11 to 15 years.
6.Teachers who are divorced , widowed and under specail circumstances teachers' have higher turnover intention than unmarried teachers.
7. Unofficial teachers have higher turnover intention than formal teachers.
8. In conclusion, the amount of support a teacher receives from society has a positive correlation to his or her engagement in their work. Furthermore, the more engaged a teacher is in their work, the less likely they are to leave or be terminated.
Finally, based on the results mentioned above, the suggestions were offered for the elementary school teachers, elementary schools, educational authorities, and future researchers.
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