高級中學教育是國家的人才教育，其成敗關係青年學子前途，而且影響到高等教育的發展，而高中教師的服務士氣、教學效能又與高中教育的品質的成敗息息相關。本研究的目的在於為追求高品質、高效能的高中教育之前提下，探討激勵模式組合對高中教師工作滿意度、服務士氣及教學效能之影響關係，復根據研究結果，提出具體建議，以供教育及學校行政運作上，做為激勵設計之參考。

研究的方法是採用問卷調查法為主，輔以實務座談會之舉辦，以廣徵意見。研究對象係以台、澎、金、馬地區152所高級中學為主，抽取了1580份樣本，包括教師及兼任導師、兼任組長暨兼任主任等職務的老師，共回收有效樣本1304份，回收率為82.53%。

本研究之工具係採研究者自行編訂之「高級中學教師教學工作調查表」，共分為「教師理想的工作量表」、「目前的工作狀況量表」、「高中教師服務士氣調查量表」、「高中教師教學效能量表」等四個分量表。在統計分析上，採用因素分析、卡方考驗、二因子變異數分析、多元迴歸分析等方法，復針對實務座談之意見，進行分析討論，其主要發現如下：

(一)激勵的權變模式，係組合了內滋激勵因素與外附激勵因素，而成為四種組合模式，各有偏好的強度，包括高內滋與高外附的激勵組合模式、低內滋與高外附的激勵組合模式、低內滋與低外附的激勵組合模式，高內滋與低外附的激勵組合模式。

(二)高中教師對激勵模式的認知偏好上，以高內滋高上附組合之模式，比率最多。此外，由於教師任教地區不同、年齡不同、婚姻狀況不同等在模式的認知偏好上亦有差異。

(三)激勵模式與高中教師的工作滿意度有關：其中採用高內滋高外附的激勵模式，其教師的工作滿意度最高；並以採用低內滋低外附的激勵模式，其工作滿意度最低。此外，由於教師背景不同，工作滿意度亦有差異，其中以公立學校、大型（四十班以上）規模學校、男性教師、壯年組（四十五歲以上）教師、兼任行政（組長或主任）教師及已婚教師等背景條件者，其工作滿意度較高，其餘則未達顯著差異水準。

(四)激勵模式與高中教師服務士氣相關：其中以運用高內滋高外附組合模式者，其整體服務士氣最好；則以採用低內滋低外附激勵組合模式者，士氣最低。在教師背景變項上，以私立學校教師、城市地區（院、省、縣轄市）、壯年組（四十五歲以上），在教師服務士氣的表現上較好。

(五)激勵模式與高中教師的教學效能有關：其中以採用高內滋高外附激勵模式者，其整體教學效能較高；而以低內滋低外附的激勵模式，成效最低。此外，已婚教師在教學效能的反應上與未婚教師有差異，亦都以採用高內滋高外附的激勵模式較佳。

(六)各變項對教師教學效能具有預測作用：在投入的各預測變項中，對於整體教學效能或其分變量上具有顯著預測作用的變項有激勵模式、專業精神、內在工作滿意度、組織認同、團體凝聚、學校性質別、兼任職務別等因素。

研究者根據文獻分析、實證研究發現及實務座談之意見，提出下列建議：

一、對教育行政機關的建議：包括(一)恢宏師道尊嚴，提高教師社會地位；(二)提升教師專業素養；(三)改善教師工作條件。

二、對學校方面的建議：包括(一)實施有效的激勵領導；(二)提高學校行政效率，有效支援教學；(三)擴大教師參與管道，增進對學校之凝聚力；(四)適當調整教師之行政兼職；(五)改善教學環境等。

三、對教師之建議：包括(一)不斷的追求專業成長；(二)重視教師生涯規劃；(三)培養積極工作的價值觀與人生觀等。

四、對未來研究之建議，包括：

(一)研究範圍選擇單獨依變項再做深入探討。

(二)研究方法力求多樣化，以更為精確周延。

(三)研究對象擴大其他層面，以利推論驗證。

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Senior high school education cultivates students' talent; whether it will be successful or not, it affects students' future and developement of higher education. Besides, the quality of higher education relates with high school teachers' service morale and instruction efficacy. The purpose of this research is about motivation models that inflence high school teacher' job satisfaction, service morale and instruction efficacy under the high quality and high efficacy of senior high school educaton. According to the study results, this author offers some cincrate suggestions for the operation of education and school administration.

The major ways of this research are questionnaire survey and expert meetings. The population of this reaearch is teachers and headreachers of 152 senior high school in Taiwan, Penghus, Kinmen and Matsu island. The sample were 1580 teachers from the forementioned groups. Total returned questionnaires were 1304 for date analysis. The questionnaire return rate was 82.5%.

The investigation tools were developed by this author. There were four meacuring instruments about teachers, instructional work in high school including teachers' ideal work, present working condition, service morale and instruction efficacy. This author analyzes the collected data by using factor analysis, x-test, two-way ANOVA and multiple regression analysis. The major finding are:

1.The contingency models of motivation can be revise to four kind of model with different favor by composing instrucion motivation containing high intrinsic and high extrinsic, low intrinsic and high extrinsic.

2.Most high school teachers prefer high intrinsic and high extrinsic models of motivation. Besides, because of different favour of models of motivation.

3.Models of motivation connect with high school teachers, job satisfaction. If we adopt high intrinsic and high extrinsic model of motivation, high school teachers' job satisfaction is higher. Moreover, low intrinsic and low extrinstic motivation make lower job satisfaction. As well as the background of teachers including teaching in public schools or large schools (above 40 classes, male teachers, about 45 age, part-time administrative teachers and married teachers, they have higher job satisfaction.

4.Models of motivation relate to high school teachers' service moral, to operatethere high intrinsic and high exteinsic model of motivation; the whole service morale if motivation; the service morale is the worse. on the background of teachers variable teaching in private schools or city area and above 45 age, they have bettet srevice morale.

5.Models of motivation relate to high school teachers' instruction efficacy. If we use high intrinsic and high extrinsic model of motivation, the whole instruction efficacy is hgihest. Also to operate the low imtrinsic and low extrinsic models of motivation, the instruction efficacy is the lowest. Besides, instruction efficacy is different between married teachers and unmarried teachers who are also fond of high intrinsic and high extrinsic models of motivation.

6.We can predict high school teachers' instruction efficacy through varisbles including models of motivation, professional morale, intrinsic job satisfaction. organization identification, group cohensiveness, school character and part-time position.

According to questionnaire analysis, expert meeting discussion, this author provides 4 suggestions.

1.Suggestions for the education authority:

A. Heighten teachers' status and honor in society.

B. Promote teachers' professional ability.

C. Improve teachers' working environment.

2.Suggestion for schools:

A. Practice effectual motivation leading.

B. Promote administrative efficacy and help instruction.

C. Encourage teachers to participate activities and increase group cohensiveness.

D. Properly adjust teachers' administrative work.

E. Improve the environment of teaching.

3.Suggestions for teachera:

A. Continue to pursue growth in professional area.

B. Plan for teachers' career.

C. Cultivate positive value cincept and life concept.

4. Suggestions fof the future study:

A. Choose one of Variable to research the profound part.

B. Diversity the way of study to get precise data.

C. Enlarge the subjects of research to get a better inference.