本研究旨在探討國立特殊教育學校教師工作滿意與組織承諾之關係。採用問卷調查法為主要的研究方法，根據相關文獻編製預試問卷，並進行預試，然後根據預試結果編製「國立特殊教育學校教師工作滿意與組織承諾調查問卷」，總共抽取15所國立特殊教育學校345位教師為樣本，回收有效問卷共314份。以SPSS for Windows 10.0中文版套裝軟體為資料分析工具，採描述統計、獨立樣本t考驗、單因子變異數分析、薛費法事後比較分析及皮爾遜積差相關等方法進行問卷統計分析。根據研究結果，歸納出以下結論： 一、特教學校教師的整體工作滿意屬中間程度，其中以「教學工作」的滿意程度最高。 二、特教學校教師的整體組織承諾屬中上程度，其中以「努力承諾」的覺知程度最高。 三、特殊教育學校教師的工作滿意會因「年齡」、「工作職務」、「教職年資」、「現職年資」、「特教專業背景」、「學校類型」及「學校地區」而有顯著差異。 四、特殊教育教師的組織承諾會因教師的「年齡」、「婚姻狀態」、「學歷」、「教職年資」、「現職年資」、「工作職務」、「特教專業背景」、「學校類型」及「學校地區」而有顯著差異。 五、特教學校教師的工作滿意與教師組織承諾呈顯著正相關。 最後根據上述研究發現提出建議，以供教育行政機關、學校行政主管及後續研究者之參考。 The main purpose of this study was to investigate the relationship between teachers’ job satisfaction and organizational commitment in National Special Schools. Questionnaires assessing job satisfaction and organizational commitment were completed by 314 teachers from 15 National Special Schools. Findings of the study were as follow: 1. Most of the teachers in National Special Schools perceived a medium level of job satisfaction. 2. Most of the teachers reported a medium-high level of organizational commitment. 3. There were significant differences in teachers’ job satisfaction based on age, position, years in profession, years in school, training background, type of school, and region of school. 4. There were significant differences in teachers’ organizational commitment based on age, marital status, level of education, years in profession, years in school, position, training background, type of school, and region of school. 5. Teachers’ job Satisfaction was positively related to organizational commitment. The study concluded with several suggestions for improving special education teachers’ job satisfaction and organizational commitment.
