教師工作價值觀、知覺組織氣候與知覺職涯停滯之關係 研究：以屏東縣國中教師為例

A Study on the Relationship among Teacher's Work Values, Perceived Organizational Climate, and Perceived Career Plateau: The Case of Junior High School Teachers in Ping-tung County

教師工作必須持續專業發展，與時倶進，教學現場不乏充滿教學熱忱的教 師，但也存在一些因知覺職涯停滯而無心教學，甚至萌生退意者，本研究試圖釐 清造成教師知覺職涯停滯的原因，探討個人内在工作價值觀以及外在知覺組織氣 候對教師職涯停滯之影響。經問卷調查收集了 555筆有效樣本，研究結果發現工 作價值觀與知覺組織氣候確實可降低教師知覺職涯停滯，其中以工作價值觀之創 新發展和成就聲望兩構面、知覺組織氣候之教師疏離行為一構面最具影響力，本 研究根據研究發現提出相關建議，以期協助教師職涯發展，提升教學成效。

It is the teachers’ job to consistently advance their teaching specialties with the time. In schools， many teachers are enthusiastic about teaching， but some teachers lose their passion due to perceived career plateau. Therefore， the purposes of this study are to investigate the causes of their perceived career plateau and to further examine the relationship among teacher’s work values， perceived organizational climate， and perceived career plateau of junior high school teachers in Ping-tung County. This study conducted questionnaire survey to collect 555 valid data. Based on the regression analysis， the results show that teacher’ work values and perceived organizational climate have significant negative influence on perceived career plateau. In particular， of the teachers’ work values， “innovative development” and “accomplishment” are the most effective factors affecting teachers’ perceived career plateau. Of the perceived organizational climate， “disengaged behavior” is the most effective factor affecting teachers’ perceived career plateau. Additional discussions and suggestions are provided based on the results. This study will be beneficial to the career development of junior high school teachers.