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Title: 台中縣市高級中學教師人格特質與工作投入相關之研究
Other Titles: A Study on the Correlation between Personality Traits and Job Involvement of High School Teachers in Taichung County and Taichung City
Authors: 洪德華
Contributors: 林國楨
Gwo-Jen Lin
Der-Hua Hung
Keywords: 人格特質;教師工作投入
personality traits;teachers’ job involvement
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
Abstract: 本研究旨在探討台中縣市高級中學教師人格特質與工作投入之間的相關。主要的研究目的有四項:一、瞭解目前高級中學教師人格特質與工作投入之現況。二、探討不同背景變項之高級中學教師在人格特質與工作投入之差異情形。三、探討高級中學行政教師其人格特質與工作投入兩者間的相關情形。四、探討高級中學教師人格特質對工作投入之預測作用。本研究採用問卷調查法,以「高級中學教師人格特質與教師工作投入問卷」為研究工具,以台中縣市之高級中學隨機抽樣之教師共514名為研究樣本。所得資料採用描述性統計分析、t考驗、單因子變異數分析、皮爾森積差相關分析及多元逐步迴歸分析等方法進行統計分析。
五、高級中學教師開放型人格特質與工作投入有中低度的相關、勤勉正直型人格特質與工作投入有中低度的相關、 外向型人格特質與工作投入只有低度的相關、親和型人格特質與工作投入為低度的相關。情緒敏感型人格特質與工作投入有負相關。

The main purpose of this study was to explore the relationship between the high school teachers’ personality traits and job involvement. A total of 513 teachers were sampled as research subjects from high schools in Taichung county and Taichung city. First, this study discussed the differences among the high school teachers’ personality traits and job involvement with different backgrounds. Then, the relationship between the high school teachers’ personality traits and job involvement was analyzed. Finally, the predictability of the teachers’ personality traits for teachers’ job involvement was analyzed.
The data was collected by a questionnaire survey. The instrument of this study was “Questionnaire of the Investigation between High School Teachers’ Personality Traits and Job Involvement”. After questionnaires were collected, descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis were used to analyze the research data.
Conclusions of this study are as follows:
1. The present Taichung county and Taichung city high schools teachers present “conscientiousness” in the personality traits to be highest, next in order are “openness”, “agreeableness”, “neuroticism” , and “extraversion”.
2. The high school teachers’ perceptions of job involvement were above average.
3. There were significant differences among teachers’ gender, job position, years-of-teaching, educational level and quality of school in terms of teachers’ personality traits.
4. There were significant differences among teachers’ ages, job position, years-of-teaching in terms of job involvement.
5. There were significant correlations between the teachers’ personality traits and job involvement.
6. The teachers’ personality traits were significant predicators for the teachers’ job involvement.
Finally, some suggestions for educational administrative systems, high school principals, administrative staff, and future researches were proposed according to the results of this study.
Appears in Collections:[Graduate Institute of Education] Dissertations and Theses

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