The purpose of this study is to investigate the job satisfaction of the secondary school teachers of Macau. It is hoped that this study can serve as reference for Education Department, principals and school administrators. A careful review of the related theories and literature is done as the first step to this study to establish research framework. Then a self-designed questionnaire is employed as research instrument. 111 secondary school teachers of Macau serve as valid samples. Statistical methods such as means, t-tests, ANOVA are applied to analyse data collected in this study. The results of this study are as follows: 1. According to the standard set in this study, the overall job satisfaction and satisfactions of all other job dimensions are above medium. The three things that the teachers felt most dissatisfied are: (i) The equipment and facilities needed for the purpose of teaching, (ii) The communication between teachers and administrative departments, (iii) Lack of awards and encouragement by principals for their outstanding performance in their work. 2. “School administration” dimension is the least satisfied and followed by “recognition”, “work conditions”, “work itself’ and “achievement”. The teachers are most satisfied with “interpersonal relationship”. 3. The following are the relationship between different background attributes of secondary school teachers and job satisfaction: (i) Sex and marital status do not influence the secondary school teachers’ job satisfaction. (ii) The overall job satisfaction and satisfactions of all other job dimensions of teachers mainly teaching senior classes are higher than teachers mainly teaching junior classes, with the difference in “recognition”, “interpersonal relationship”, “school administration” dimensions reaching significant level. (iii) Overall job satisfaction is not influenced by age. 50-59 year-old group’s satisfaction with “School administration” dimension is significantly higher than other age groups. In other words, degree of satisfaction of “ School administration” dimension differs for different age groups. (iv) Educational qualifications of teachers and overall job satisfaction are in proportion, with the teachers possessing Master Degree and Bachelor Degree in Education more satisfied than teachers of other educational levels. (v) Teachers with long years of service are more satisfied with their overail job satisfaction and in job dimensions such as “recognition”, “interpersonal relationship”, “school administration”, “work conditions” than teachers with shorter years of service. The suggestions of this research are as follow: 1. Interdepartmental communication, communication between different administrative departments and teachers should be strengthened. Principals and school administrators are required to have a broader understanding of the needs of teachers and fulfill their reasonable needs. 2. To boost the morale and sense of recognition of teachers, Principals and school administrators should openly praise and award teachers who are outstanding in their work. 3. Education Department should plan to train all Macau school administrators to ensure high standard of school-based management in Macau schools. 4. Principles should encourage teachers to continue their education in their field of specialization and make necessary adjustment in their work hours and workload.

本研究目的在瞭解澳門中學教師工作滿足感現況，以供教育當局、校長及學校行政人員參考。本研究過程首先參考相關理論及有關文獻，建立理論架構，再以自編問卷對澳門中學教師進行調查研究，獲得有效樣本111人。調查結果以平均數、t考驗、單因子變異數分析等統計方法加以分析。 本研究的結果如下: 一、根據本研究所訂的等級，澳門中學教師的整體工作滿足感和工作滿足各層面均達到「中上」的程度，即偏向滿足。教師感到最不滿意的三點如下: (一)教學時所需的器材和設備， (二)教師與行政部門之間的溝通， (三)良好的工作表現得不到校長的獎勵。 二、工作滿足各層面之中以「學校行政」層面的滿足感最低，依次爲「受賞識感」、「工作環境」、「工作本身」「成就感」，滿足感最高的是「人際關係」。 三、澳門中學教師不同背景變項與工作滿足之關係如下: (一)性別、婚姻狀況不是影響工作滿足感的因素。 (二)主要任教高中班級教師的整體工作滿足感和各層面的滿足感都比主要任教初中班級教師高，在「受賞識感」「人際關係」、「學校行政」三個層面達到顯著差異水準。 (三)不同年齡教師的整體工作滿足感不受年齡影響。50-59歲組教師在「學校行政」層面的滿足感顯著高於其他年齡組教師，亦即教師對「學校行政」層面的滿足感因年齡不同而有所差異。 (四)學歷與整體工作滿足感呈正相關，有碩士學位和師範學位的教師在整體工作滿足感平均分上高於其他學歷的教師。 (五)教學年資長的教師在「整體工作滿足感」和「受賞識感」「人際關係」「學校行政」「工作環境」等層面的滿足感比教學年资短的教師高。 本研究之建議為: 一、學校行政部門之間、學校行政部門與教師之間都需加強溝通，校長、主任要多了解教師的需要，並對合理的需要給予滿足。 二、校長、主任和學校管理階層應適時適度的公開讚揚和獎勵工作表現卓越的教師，以提高教師工作士氣和受賞識感。 三、教育司應計劃要求全澳門學校行政人員接受培訓，以確保澳門學校有高質素的學校管理水平· 四、校長應鼓勵教師在自己的專業方面進修，並在工作時間及工作量方面給予方便。