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研究生:陳珮琦
研究生(外文):Pei-Chi Chen
論文名稱:國民小學教師生涯發展狀況與組織承諾關係之研究
論文名稱(外文):The Relationship Between Teacher Career Development Status and Organizational Commitment of Teachers in Elementary Schools
指導教授:楊銀興楊銀興引用關係
指導教授(外文):Ying-Hsing Yang
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:166
中文關鍵詞:國小教師教師生涯發展教師組織承諾
外文關鍵詞:elementary school teachersteacher career developmentteacher organizational commitment
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本研究旨在了解國小教師之生涯發展狀況與組織承諾的現況、分析不同背景變項之國小教師在生涯發展狀況與組織承諾上之差異情形,並探討國小教師之生涯發展狀況與組織承諾之間的關係。
本研究以中部四縣市之公立國民小學教師為母群體,採兩階段抽樣方式進行問卷調查,共計發出問卷799份,合計有效問卷為630份,有效問卷回收率為78.85%。所得資料以算數平均數、標準差、K平均值集群分析法、卡方檢定、t檢定、單因子變異數、區別分析法進行資料的分析。
根據統計分析結果,本研究獲致以下結論:
一、中部四縣市國小教師之生涯發展狀況以「滿足適應期」居多,且學習意願普遍低落。
二、中部四縣市國小教師之組織承諾尚高,尤以「努力意願」層面最高,然「留職傾向」則不盡理想。
三、不同婚姻狀況之國小教師,其生涯發展狀況有顯著差異;其中在「滿足適應期」以已婚教師居多,而在「成熟安定期」及「挫折徬徨期」則以未婚教師居多。
四、不同性別、年齡、年資、婚姻狀況、職務之國小教師,其組織承諾有顯著差異;其中男性、51歲以上、任教二十一年以上、已婚、兼任主任之教師的組織承諾較高,而女性、30歲以下、任教三年以下、未婚、擔任級任之教師的組織承諾較低。
五、不同生涯發展狀況之國小教師,其在組織承諾上有差異;其中以「成熟安定期」的國小教師之組織承諾最高,其次為「滿足適應期」,而以「挫折徬徨期」之國小教師的組織承諾最低。
六、背景變項及組織承諾可有效區別國小教師的生涯發展狀況,並可形成兩個有效的區別函數。分組命中率依序是:「成熟安定期」、「滿足適應期」、「挫折徬徨期」,全體總預測力達到58.7%
根據上述研究結論,本研究提出以下建議:
一、對教育行政機關之建議
(一)建立教師職級制度,促進教師生涯的永續發展。
(二)運用各式量表與常模,深入了解國小教師的生涯發展狀況與組織承諾情形,及早預防及輔導。
二、對學校行政人員之建議
(一)規劃有效的新任教師導引制度,降低其生涯挫折感與轉移感,提升組織承諾。
(二)營造自主多元的教學環境,建立行政支援教學的學校文化。
三、對未來研究者之建議
(一)在研究變項方面:尚可增加其他不同的變項,以擴大研究的範圍。
(二)在研究工具方面:可進一步以因素分析的方式修改本研究之問卷,並歸納不同層面,以求進一步發展為更精細、更具代表性的調查工具。
(三)在研究樣本方面:未來的研究中,樣本代表性若要擴及全台灣地區的公立國民小學教師,則必須以全台灣地區的公立國民小學為取樣的區域。
(四)在研究方法方面:可採用或輔以質性研究方法,甚至進一步以時間序列法或縱貫法從事長期的觀察與追蹤研究。
The purposes of this study were to realize the situation of career development status and organizational commitment on the teachers of elementary schools in Taiwan, to analysis the differences of teachers’ career development status and organizational commitment under different background variables, and to explore the relationship between the two.
The population of the study was composed of elementary school teachers in the middle part of Taiwan including Taichung City, Taichung County, Changhua County and Nantou County. The sampling method was two-stage sampling, and 799 teachers were surveyed. The total number of usable sets of questionnaire returned was 630, and the usable return rate was 78.85%. The data gathered were analyzed by statistic methods included k-means cluster analysis, chi-square test, t-test, one-way ANOVA, and discriminant analysis.
According to the results of statistic analysis, the conclusions of this study were as follows:
1.Most of the elementary school teachers whose career development status were on “satisfied-adapted stage”, and the learning willingness were low in general.
2.The organizational commitment of the elementary school teachers was high, especially in the “willingness to effort” dimension, but the “tendency to keep” was low.
3.There were significant differences of teachers’ career development status among teachers who had the different marriage status.
4.There were significant differences of teachers’ organizational commitment among teachers who had the different gender, age, working experience, marriage status, and responsibility.
5.There were significant differences of teachers’ organizational commitment among teachers who had the different career development status.
6.Background variables and organizational commitment could discriminate the career development status of the elementary school teachers validly.
Based on the conclusions of this study, several recommendations were made to assist the educational administrative organization, the administrators in elementary schools in improving the elementary school teachers’ career development status and organizational commitment. Besides, some suggestions also provided to future researchers.
目 次
表次…………………………………………………………………………VII
圖次…………………………………………………………………………IX
第一章 緒論………………………………………………… 1
第一節 研究動機與研究目的……………………………………… 1
第二節 研究問題與研究假設……………………………………… 4
第三節 名詞釋義…………………………………………………… 5
第四節 研究範圍…………………………………………………… 7
第二章 文獻探討…………………………………………… 9
第一節 教師生涯發展的涵義、理論與相關研究………………… 9
第二節 組織承諾的涵義、理論與相關研究……………………… 36
第三節 教師生涯發展狀況與組織承諾的關係…………………… 59
第三章 研究方法 …………………………………………… 63
第一節 研究架構…………………………………………………… 63
第二節 研究工具…………………………………………………… 64
第三節 研究對象…………………………………………………… 75
第四節 實施程序…………………………………………………… 78
第五節 資料處理…………………………………………………… 80
第四章 研究結果的分析與討論…………………………… 83
第一節 國民小學教師生涯發展狀況與組織承諾之現況分析…… 83
第二節 不同背景變項在教師生涯發展狀況之差異考驗分析…… 90
第三節 不同背景變項在教師組織承諾之差異考驗分析…… 97
第四節 教師生涯發展狀況與組織承諾的關係……………………113
第五章 結論與建議……………………………………………119
第一節 研究發現……………………………………………………119
第二節 研究結論……………………………………………………123
第三節 研究建議……………………………………………………126
參考文獻…………………………………………………………131
一、中文部分………………………………………………………131
二、英文部分………………………………………………………133
附錄………………………………………………………………141
附錄一…………………………………………………………………141
附錄二…………………………………………………………………148
附錄三…………………………………………………………………156
附錄四…………………………………………………………………161
附錄五…………………………………………………………………166
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