教育是一个国家发展的基石，教师是学校的核心资源。因此关注教师的工作满意度并探讨其对离职倾向的影响，有助于学校管理者更好地了解本校教师，并且制定良好的教师管理政策。本文以泰国中部北榄府13所私立中学教师为研究对象，通过研读文献资料，参考前人优秀论文以及访问私立中学的教师和管理者最终制定出了《泰国私立中学教师工作满意度问卷》。为研究工作满意度，我们将其分解为了七个构面，即为：学校制度和管理、人际关系、工作压力、工作发展、工作成就、福利报酬以及工作条件。

      接着，凭借网络调查了277份问卷，再借用IBM的专业软件SPSS23处理了这些数据。在证实了其信度和效度并且调整了研究模型之后，又用软件进一步操作了描述统计，方差检验，相关分析和回归分析等，结果发现：

      泰国老师总体工作满意度的数值是3.627，高于中间值，但小于4，说明其比较满意目前工作。具体到7个维度，其平均值降序排列为：人际关系（4.292）、工作成就（4.174）、工作条件（3.655 ），学校制度和管理（3.661）、工作发展（3.568）、福利报酬（3.069）、工作压力（2.521）。

      离职倾向方面，老师们总体平均值为2.525，小于中间值，倾向不高。

      性别方面，经过独立样本T值检验，男女双方在7个维度上p值都>0.05，差异在统计学上并不显著。

      婚姻状况方面，经过独立样本T值检验，在整体工作满意度上，婚否条件下的老师没有显著表现出差别化。不过，在工作成就和人际关系这两个维度上已经结婚和没有结婚的显示出了明显的差异性，且后者在这两个维度的满意度上都明显要比前者低。

      学历方面，经过单因子变异分析，工作满意度各个层面在多个学历条件之下的差异并没有达到统计上的显著标准。

      年龄方面，≥41岁年龄组很明显地要比26-30岁年龄组在工作满意度上的数值表现要高。具体到满意度各个层面上，≥41岁年龄组的教师在工作成就、学校制度和管理这两个维度上的满意度要显著大于26-30岁年龄组的教师。

      教龄方面，教龄≥21年这一组非常特殊，在比较总体工作满意度时，它比教龄≤5年、6-10年、11-20年这三个组别的数值都要高，非常明显。同时，在比较工作成就以及学校制度和管理这两个方面的数值时，它比教龄≤5年、6-10年这两组的数值明显要超过很多。在比较工作条件这个层面的数值时，它也要比≤5年、6-10年这两组教龄的老师的数值明显要超过很多。

      除此之外，笔者还发现工作满意度与离职倾向之间的关系是一种明显的负向关系。工作满意度各维度与离职倾向的相关显著程度从大到小依次为人际关系、工作压力、工作成就、福利报酬、工作条件、学校制度和管理、工作发展，其中相关性最大的是人际关系。

      针对以上分析结果，笔者建议管理者给教师创设良好的工作氛围；减轻教师工作压力；提升教师的工作成就感；注意青年教师的培养。

      Education is the foundation of a country's development, teachers are the core resources of the school. Therefore, pay attention to the job satisfaction of teachers and discussing its impact on turnover intention will help school administrators to better understand teachers and formulate the best teacher management policies. This paper takes teachers from 13 private secondary school in Samut Prakan, Central region of Thailand as the research object.

      Through studying literature, reference to previous papers and interviewing teachers and administrators of private secondary schools，the “Thailand Private Secondary School Teachers Job Satisfaction Questionnaire” is finally created. The Thailand Private Secondary School Teachers Job Satisfaction questionnaire consist of 7 dimensions, which are school system and management, interpersonal relationships, work pressure, career development, job achievement, welfare and remuneration, working conditions. 277 questionnaires were distributed and retrieved through the Internet. The data was processed comprehensively and effectively with SPSS 23 software, and then the analysis framework was carefully established. Using statistical knowledge, complete the relevant statistical analysis step by step. After testing reliability and validity and adjusting the research model, further operations of the questionnaire’s descriptive statistics, variance test, correlation analysis and regression analysis, etc., found that the job satisfaction of private middle school teachers in Thailand is generally in a relatively satisfactory state, the turnover intention level is not high.

      The author found that people with different educational backgrounds did not show any difference in psychological satisfaction; people with different genders did not show any special differences in this aspect. Married teachers and unmarried teachers have significant differences in the two dimensions of job achievement and interpersonal relationship, and the professional satisfaction of teachers who have not yet been married is much lower than that of teachers who have entered the palace of marriage. The job satisfaction of teachers in the age group ≥41 is greater than the age group 26-30.

      In terms of job satisfaction, the satisfaction of teachers in the age group ≥41 on the two dimensions of work achievement, school system and management is significantly greater than teachers in the 26-30 age group. The overall job satisfaction of the group of teachers with a teaching age of 21 years or more is significantly higher than the rest of the group which are teaching age of 1-5 years, 6-10 years, and teaching age of 16-20 years.

      In terms of welfare remuneration, the satisfaction of the group of teachers with a teaching age of 21 years or more is significantly higher than the group 16-20 years of teaching experience.

      In terms of working conditions, work achievement, and school system and management, the teacher group with a teaching age of 21 years or more is significantly higher than the teachers with a teaching age of 1-5 years and a teaching age of 6-10 years. In addition, it is also found that job satisfaction and turnover intention have a significant negative correlation.

      The significant degree of correlation between the various dimensions of job satisfaction and turnover intention, from small to large, are career development, school system and management, working conditions, welfare remuneration, job achievement, work pressure, and interpersonal relationships. Among them, the most relevant is interpersonal relationships.

      According to the above analysis results, the author recommends that create a good working atmosphere for teachers; reduce teachers' work pressure; enhance teachers' sense of work accomplishment; pay attention to the training of young teachers.