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澳門普通小學教師職業幸福感：: 現況、影響因素及提升策略 = THE OCCUPATIONAL WELL-BEING OF MACAU PRIMARY SCHOOL TEACHERS：CURRENT STATUS, INFLUENCING FACTORS, AND ENHANCEMENT STRATEGIES

University of Saint Joseph

Macau

2024

56

chi

澳門普通小學教師職業幸福感：

Library Catalog (Koha)

M-ED 2024 LAI,KA

With the further development of socio-economic conditions, education plays an increasingly vital role in society. Consequently, societal expectations and demands towards teachers are escalating. Teachers wield significant influence as they not only impart knowledge but also shoulder the responsibility of instilling correct values and perspectives in students, aiming for their holistic development. However, the prolonged working hours and heavy workload faced by primary school teachers are causing a continuous decline in their occupational well-being. The spread of occupational fatigue results in teachers exhibiting a negative work attitude, adversely affecting teaching quality. Hence, the decline in occupational well-being of teachers directly impacts the quality of education and teaching. This study employs questionnaire surveys and interviews among primary school teachers in Macau to investigate the current status and influencing factors of their occupational well-being of teachers. Through the adaptation of existing questionnaires, the study formed the Macau Primary School Occupational Well-being of Teachers Questionnaire and surveyed 122 teachers across Macau. Further individual interviews were conducted to explore strategies for improving occupational well-being of teacher among primary school teachers in Macau at the personal, school, and societal levels. The main research findings are as follows: Firstly, the overall level of occupational well-being of teachers among primary school teachers in Macau is moderate. Among the eight dimensions, the three factors that contribute most to occupational well-being of teachers are work competence, salary and benefits, and teamwork. There are no significant differences in occupational well-being of teachers based on gender, age, teaching experience, education level, school type, position, salary, subject taught, or grade level. There is a significant positive correlation among work competence, salary and benefits, teamwork, leadership and management, and policy support. Additionally, seven dimensions including work competence, salary and benefits, student growth, leadership and management, teamwork, parental support, and policy support all positively influence occupational well-being of teachers. Secondly, through interviews and literature references, strategies to enhance occupational well-being of teachers among primary school teachers in Macau are proposed. At the individual level, teachers are encouraged to adjust their physical and mental well-being and actively improve their knowledge. At the school level, workload distribution should be fair, with a performance-based rewards system, and overall improvement in teachers' salaries and benefits to enhance their social status. Schools should organize collective activities to enhance team cohesion and flexibly arrange teachers' working hours. At the societal level, seminars, workshops, and other practical activities should be organized to raise public awareness of teachers' work, acknowledge their social value, foster a caring relationship between teachers and students, and establish effective communication platforms to promote teachers' mental health. So how happy is the teacher at work? What are the reasons for the lack of professional well-being in teachers? 隨著社會經濟的進一步發展，教育在社會中扮演著一個極為重要的角色。社會大眾對教師的期望和要求也日益提高。教師在這條道路上具有深遠的影響力，他們不僅傳授知識，還肩負著培養學生正確的價值觀和人生觀的責任，力求使學生成為全面發展的個體。然而，小學教師面臨的長工作時間和繁重任務，正使得職業幸福感持續下降。職業倦怠的蔓延導致教師工作態度消極，負面影響著教學質量。因此，教師職業幸福感的下降直接影響到教育教學的質量。 本研究運用問卷調查法及訪談法，以澳門小學教師作為研究對象，對已有問卷進行改編形成本文澳門小學教師職業幸福感問卷，對全澳小學老師中的122名教師職業幸福感現况、影響因素進行調查，並在調研過程中進一步進行個別訪談，得出如何在個人層面、學校層面及社會層面上，如何改善澳門小學教師職業幸福感。 主要研究成果如下：其一，澳門小學教師職業幸福感總體水平處於中等，八個維度中，最影響獲得職業幸福感的前三項因素為工作能力、薪酬待遇、工作團隊因素；教師職業幸福感在性別、年齡、教齡、教育、學校類別、職務、薪酬、任教科目、任教年級都沒有明顯差異；工作能力、工作團隊、工作時間、薪酬待遇、領導管理呈顯顯著的正相關；工作能力因素、薪酬待遇因素、學生成長因素、領導管理因素、工作團隊因素、家長支持因素、政策支持因素、工作時間八個維度均呈現正向影響教師職業幸福感。其二，透過訪談及參考文獻提出提升澳門小學教師職業幸福感的策略，在教師自身方面，要調整良好身心狀態，積極提升自身知識;在學校方面，每位教師工作分配平均，實行多勞多得，並總體提升教師的薪金及福利，使教師在社會地位的提高，應多組織集體活動，增強團隊凝聚力，以及靈活安排教師工作時間的彈性度；在社會方面，多舉辦講座、工作坊等實踐，讓社會大眾瞭解教師工作，認可教師的社會價值，構建良好的師生關懷，以及建立有效溝通平臺，促進教師的心理健康。In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macao, 08/2024Supervisor : 霍秉坤

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