國小特殊教育教師的心理資本：量表發展與工作表現之相關

The Psychology Capital of Special Education Teachers at the Elementary School: The Scale Developing and Relationship with Job Performance

本研究旨在發展國小特教教師心理資本量表，並探討心理資本與其工作表現之相關。本研究採用調查法，對高雄縣市及臺東縣300 位特教教師，進行心理資本與工作表現量表施測。藉由探索性因素分析、驗證性因素分析、相依樣本變異數分析、獨立樣本變異數分析，以及結構方程模式進行資料處理。結果發現：(1)國小特教教師心理資本量表的信效度良好。(2)國小特教教師心理資本是一個四因素構面組成的潛在構念。(3)國小特教教師心理資本的四個分構面中，以「樂觀」表現最高，而「韌性」表現最低。(4)影響國小特教教師心理資本的主要因素為地區、任教意願。(5)國小特教教師的心理資本與工作表現具有顯著正相關。根據研究發現，本研究對特殊教育及未來研究提出可行的建議。

The purpose of this study was to develop the scale of psychology capital and to analyze the relationship between psychology capital and job performance on elementary school teachers of special education. This study conducted a survey of psychology capital and job performance on 300 elementary school teachers of special educational at Kaohsiung and Taitung. The researcher used exploratory factor analysis， confirmatory factor analysis， ANOVA with the dependent sample， One-way ANOVA and structural equation model analysis to analyze the empirical data. The results were as follows: (1)Reliability and validity of special education teachers’ psychology capital scale was pretty good.(2) Special education teachers’ psychology capital was a latent concept composed of four factors. (3)In four dimensions of special education teachers’ psychology capital， “optimistic” was highest， and “resilience” was lowest. (4) Special education teachers’ service area and will were the main variables influencing psychological capital. (5)There was a significantly positive relationship between special education teachers’ psychology capital and job performance. Based on the findings， suggestions for special education and future studies were provided.