臺灣博碩士論文加值系統

本研究目的如下:1.了解特殊教育學校組織文化強弱及教師組織承諾
高低的現況2.探討不同學校背景變項特書教育學校其組織文化與教師組織
承諾的差異情形3.探討不同學校背景變項特書教育學校其組織文化與教師
組織承諾的相關情形4.依據研究結果,提出建議,藉此作為提昇特殊教育學
校組織績效,激勵特教教師服務士氣. 本研究採文獻分析和問卷調查兩
種方式進行.問卷調查係採系統隨機抽樣,以臺灣地區九個縣市的十所公立
特殊教育學校為研究範圍,共抽取551名公立特殊教育學校教師為施測樣
本,回收457份問卷,有效問卷385份,回收率為82.94% ,可用率為69.9% .調
查工具為自編[特殊教育學校組織文化狀況及教師組織承諾調查問卷],除
包含學校背景資料,教師人口資料等基本資料,尚包括[學校組織文化強度
量表],[學校組織文化價值觀量表],[教師組織承諾量表]等部份.所得資料
輸入電腦,以SPSS/PC+(dos5.0)及SAS(dos6.04)套裝軟體程式進行資料分
析處理,所採統計分析方法計有t考驗,單因子變異數分析,單因子多變項變
異數分析考驗,皮爾遜積差相關,典型相關分析,二因子變異數分析,逐步多
元迴歸等. 依據研究結果,獲得以下結論: 1.目前特殊教育學校之
組織文化強度,學校組織價值觀及教師組織承諾現況頗佳. 2.不同學校
所在地區,不同創校歷史之特殊教育學校其學校組織文化強度有顯著差異,
學校所在位置在鄉鎮,創校歷史10年以下之特殊教育學校其學校組織文化
強度較高. 3.不同學校所在地區,不同學校規模,不同學校類別,不同創
校歷史之特殊教育學校其學校組織價值觀有顯著差異. 4.女性,師範
教育教育系統畢業,修習過特殊教育學分及專任教師或教師兼組長其所知
覺的學校組織價值觀較低. 5.位於縣轄市,省轄市的特殊教育學校之教
師其組織承諾較低. 6.女性,師範教育系統畢業之教師所自覺之組織承
諾較低. 7.不同任教年資,任教年段之特殊教育學校教師其自覺之組織
承諾有差異,資深教師和服務幼稚園階段之教師其自覺之組織承諾較高.
8.不同專業背景,職務之特殊教育學校教師其自覺之組織承諾並無顯著差
異. 9.學校組織文化強度,學校組織價值觀與教師組織承諾有顯著相
關. 10.學校組織文化強度,對教師組織承諾中的[留職意願]層面最具
預測力. 11.學校組織價值觀之[卓越領導]層面對教師組織承諾之[工
作認同],[努力意願],[忠誠態度]三個分項層面最具預測力. 12.學校
組織價值觀之[工作關注]層面對教師組織承諾之[績效關注]層面及整體組
織承諾最具預測力. 此外,研究者亦根據研究的發現,缺失與限制,提出
建議,以供特殊教育學校,教育行政機關及未來研究之參考.

The purpose of this study is to understand the current status
of the organizational culture of special education schools and
the teachers'''' commitments toward organizations while at the same
time exploring the links and differences in between. The study
is conducted through document analysis and questionnaire survey.
The questionnaire survey is based on systematic random sampling.
The research scope encompasses 10 public special education
schools scattered in the nine counties and cities of the Taiwan
area.A total of 551 teachers werer selected randomly,with valid
responses posting 385. The conclusions drawn form the research
results are as follows: 1. At present,the strength of the
organizational culture of special education schools,the
organizations''''perception of value and the teachers'''' commitments
toward the organizations appear rather good. 2. For special
education schools which have different locations and founding
histories,they witness obvious discrepancies in the strength of
organizational culture. And it is found those located in the
small towns and established less than 10 years record greater
strength in the organizational culture. 3. For special
education schools which have different locations,size,
classifications and founding histories,their organizations''''
perceptions of value witness obvious distinctions as well. 4.
For females,the ones graduated from the normal school system,
those who have taken the courses of special education,full time
teachers'''' or the teachers who are concurrently the department
chiefs,their awareness toward school organizations'''' perception
of value appears weaker. 5. For the teachers of special
education schools located within the cities under the
jurisdiction of the Taiwan Provincial Government and the County
Govrnment,their commitments toward the organizations appear
weaker. 6. The awareness of the females and those graduated
form the normal education system concerning their commitment
toward organizations is weaker. 7. For the teachers who record
differences in the years of service and level of teaching,their
awarwness governing the commitments toward the organizations
likewise show discrepancies.It is found the experienced teachers
and those who serve in the kindergartens witness stronger
awareness. 8. The teachers who have different professional
background and job descriptions show no differences in their
commitments toward the organizations. 9. The cultural strength
of school organizations,the organizations'''' perception of value
and the teachers'''' commitments toward the organizations are
closely related to one another. 10.The cultural strength of
school organizations commends the greatest forecast on the [
willingness of staying with the job ] among the teachers''''
commitments toward the organizations. 11.Of school
organizations'''' perception of value, [ excellence in leadership ]
commends the greatest forecast on [ job recognition ] , [
willingness of working hard ] , and [ loyal attitude ] among the
teachers'''' commitments toward the organizations. 12.Of school
organizations'''' perception of value, the [ concern of work ]
commends the greatest forecast on the [ concern of work
performance ] among the teachers'''' commitments toward the
organizations as well as the overall organizations'''' commitments.