| Summary: | 碩士 === 國立屏東大學 === 教育行政研究所 === 107 === The aim of the study is to have clear idea on self efficacy, organization commitment and staying willingness of elementary s chool teachers in Kinmen County and would like to see the differences and relations between the three items in diverse background perspectives.
The study uses the questionnaire survey technique with a scale instrument of “Teachers’ self efficacy, organi zation commitment and staying willingness” as the research tool for full time teachers of Kinmen Elementary School teachers as the participants. The questionnaire consisted of four sections, the first of which was intended to elicit demographic information on the respondents. The second section asked respondents to rate their degree of self efficacy. Section three focuses on the organization commitments of teachers. The fourth section is on the staying willingness of teachers. The study questionnaires are u sed both within paper and online forms in different regions of elementary schools. The study based with 300 questionnaires, and 293 were collected. The researcher analyzed the data within the SPSS20 for descriptive statistics, independent sample t test,AN OVA and Person Correlation.
The results and findings display as follows:
1.There is significant difference between organization commitment and staying willingness in distinct ages of elementary school teachers in Kinmen (the teachers). Especially to the teachers who are under 30 have higher agreements of organization commitment and staying willingness than those who are age over 41.
2.Due to the differences of levels of education of the teachers, there is the significant different on s taying willingness rate but not in self efficacy and organization commitment rates.
3.The teachers with diverse service years all have great differences in self efficacy, organization commitment and staying willingness rates.Especially to those service ye ars under than 10 years have higher rates than those more than 10 tears.
4.There is significant difference in the teachers of differ scales of schools in self efficacy rate. Specifically, for the schools within 13 18 classes are higher than those teachers without this range of school size.
5.The differences of genders, marriage and positions will not be the keys to rise the teachers’ self efficacy, organization commitment and staying willingness rates.
6.The overall self efficacy, organization commitment an d staying willingness rates have the positive correlations.
7.The higher the recognition of teachers' self efficacy and organization commitment, the higher the degree of arbitrariness that affects teachers.
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