Wu Shwu-Ming
Department of Human Resource Development, National Kaohsiung University of Science and Technology, Kaohsiung 824004, Taiwan.
Behav Sci (Basel). 2024 Oct 1;14(10):881. doi: 10.3390/bs14100881.
To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital.
为提高学校质量，教师发挥核心作用至关重要。教师效能在很大程度上取决于强烈的工作动机，而通过培养工作场所精神和心理资本可以增强这种动机。本研究旨在分析小学教师在工作场所精神、心理资本和教师动机方面的人口统计学差异。它还试图检验工作场所精神、心理资本和教师动机之间的关系。特别是，它旨在探讨工作场所精神和心理资本对教师动机的影响。本研究涵盖了来自台湾各地小学的348名教师。研究结果证实，对工作场所精神、心理资本和教师动机的评估既可靠又有效。与女教师相比，男教师在心理资本方面表现出更高的效能和恢复力。教龄较长的教师表现出更高的效能、希望和心理资本，而教龄较短的教师则报告有更高的工作场所精神。此外，工作场所精神和心理资本与教师动机显著相关。确定教师动机最具影响力的预测因素是工作场所精神和心理资本。因此，本研究的启示是，学校组织可以通过促进工作场所精神和心理资本来提高教师动机。
