[[alternative]]Job Self-Efficacy and Job Involvement of Clinical Nursing Teachers in the Institutes of Technology and Junior Colleges

[[abstract]]本研究旨在了解臨床實習指導教師工作自我效能及工作投入之現況，並探討臨床實習指導教師個人背景變項對工作自我效能及工作投入之影響，以及工作自我效能與工作投入兩者之間的關係。本研究以受聘於九十三學年度台灣地區公私立技術學院及專科學校護理科系所有臨床實習指導教師為研究對象，進行橫斷式的調查，人數共計419人。於民國94年2月至5月之間，以自編式結構問卷：「臨床實習指導教師工作自我效能及工作投入量表」進行資料搜集，本研究問卷發出份數總共為403份，回收287份，扣除填答不完整者21份，計有效問卷266份，有效回收率為65％，所得的資料以次數分配、百分率、平均值、標準差、t-test、單因子變異數分析、Scheffe事後比較檢定、皮爾遜積差相關及逐步迴歸等統計方法進行資料分析。根據研究之發現提出具體建議，做為未來護理教師師資培育及臨床護理教育改革之參考，進而促進護理臨床教學品質。，重要結果如下：一、研究對象的整體的工作自我效能平均數為4.21分，在五點量表中介於4~5分，把握程 度為75％~100％之間，故整體而言臨床實習指導教師工作自我效能把握程度呈現中上程 度。二、研究對象整體的工作投入程度平均數為3.92分，在五點量表中，介於尚可與同意之 間，故整體而言臨床實習指導教師工作投入程度呈現中上程度。三、研究對象工作自我效能各層面得分高低依序為：教學準備效能、教學評值效能、專業 勝任效能、教學行為效能、學生背景因素效能，以教學準備效能最高，學生背景因素效 能最低。四、研究對象工作投入各層面得分高低依序為：工作評價、工作專注、工作樂趣、 工作認同，以工作評價得分最高，工作認同得分最低。五、研究對象工作自我效能整體層面會因為年齡、婚姻狀況、教育程度、臨床教學工作年 資、教師資格、派駐的醫療院所、對目前工作的滿意程度不同而達顯著差異。六、研究對象工作投入整體層面會因為年齡、婚姻狀況、教學工作年資、教師資格、對目 前的工作滿意程度不同而有顯著差異。七、工作自我效能總層面、分層面與工作投入總層面、分層面，均達顯著相關，彼此之間 是互相影響的。八、年齡、教育程度、工作投入程度為教師工作自我效能的重要預測變項，其中以工作投 入程度具有最高的預測力。九、有無進修學位、工作自我效能、對目前工作的滿意程度為工作投入的重要預測變項， 其中以對目前工作的滿意程度具有最高的預測力。[[abstract]]This study aims at understanding self-efficacy and job involvements of the clinical nursing teachers. It is also needed to investigate the effects of clinical nursing teachers’ personal background variables in effecting self-efficacy and job involvements, also the relationship between self-efficacy and job involvements. This study targeted to all clinical nursing teachers in the public and private nursing institutes of technology and junior colleges, with total amount of 419 people. It is between February to May, 2005, conducted with questionnaire of “self-efficacy and job involvements of clinical nursing teachers”, for data collections. This total amount of questionnaire dispatched were 403, returned at 287, deducting with 21 of un-completed forms, applicable 266, effective returning rate of 65%, the obtained data were analyzed under frequency, percentage, mean, standard deviation, ANOVA, Scheffe post-hoc analysis, correlation and stepwise regression analysis. It is within the study showing that, with strong evidence-based suggestions, it could later on be the references for the bases of revolutions of clinical nursing educations, in order to improve the quality of nursing teaching. The important results are shown below, 1.The targeted subjects get the scores with the average of self-efficacy at 4.21 under the five-point Likert scale, ranging at 75% -100%. Therefore, seeing the whole picture of clinical nursing teachers of self efficacy rates at above medium level. 2.The targeted subjects get the scores with the average of job involvements at 3.92, under the five-point Likert scale, showed acceptable. Therefore, seeing the whole picture of clinical nursing teachers of job involvements rates at above medium level.3.The targeted group of this study for self-efficacy are listed from high to low as the below order, teaching preparation efficacy, teaching evaluation efficacy, professional ability efficacy, teaching behavior efficacy, students’ background efficacy, with the highest score of teaching preparation efficacy, lowest score of students’ background efficacy. 4.The targeted group of job involvements are listed with the below order, from the highest to the lowest, work evaluation, work concentration, work interests, work compatibilities, with the highest score of work evaluations, lowest score of work compatibilities.5.The total self-efficacy of targeted group could depend on age, marriage status, education level, clinical teaching experiences (ie: years), teaching qualifications, teaching hospital, and the satisfactions levels, showing different pictures. 6.The total job involvements with the study targeted group will depend on age, marriage status, education level, clinical teaching experiences (ie: years), teaching qualifications, teaching hospital, and the satisfactions levels, showing different perspectives. 7.The whole picture, partial picture of self-efficacy, job-involvements are inter-related obviously. 8.Age, education level, and job involvements, are the main prediction parameters for teachers’ self-efficacy, which job involvements score the highest prediction rate. 9.University degree, job self-efficacy, and satisfaction levels with the present job, are the main important prediction parameters, which the satisfactions levels with the present job score the highest prediction rate