| Summary: | 碩士 === 國立臺灣大學 === 事業經營碩士在職學位學程 === 106 === The aims of this research are to examine the real-life meanings of teachers’ engagement and self-efficacy in Taiwan’s educational system, and the relationships between each variable and job satisfaction and organizational commitment. First, the researcher conducted a qualitative approach utilizing the content analysis method to analyze narratives in stories by teachers to examine how the concept of teacher’s engagement and self-efficacy appears in actual teaching contexts.
In addition, the researcher conducted a quantitative approach and collected a sample of 75 anonymous questionnaires from teachers in a school, with 66 returned and an 88% response rate. Techniques of descriptive statistics, t-test, ANOVA, correlation, and Structural Equation Modeling were used for the analysis. Our results showed that several demographic variables significantly correlated with the study variables, and teacher’s engagement was positively correlated with teacher’s self-efficacy. The two variables were also related to teacher’s job satisfaction and organizational commitment, verifying the construct validity of teacher’s engagement and self-efficacy. Lastly, the resesarcher proposed eight propositions from the study results. Examples are: Teachers’ age and team cooperation is each positively related to teacher’s engagement; job rotations, challenges and changes is each positively related to teacher’s self-efficacy; school climate has an effect on teachers’ job satisfaction and organizational commitment. These propositions are partly derived from the uniqueness of our case school or from the characteristics of Taiwan’s education system. Recommendations for future studies include increasing the sample size by extending to different grade levels and covering both public and private schools.
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