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研究生:林睿昶
研究生(外文):Jui-Chang Lin
論文名稱:以心理契約觀點探討大學教師對工作內容之認知-以某大學院校教師為例
論文名稱(外文):Probe into College Faculty’s Cognition of Job Contents :A Psychological Contract Perspective Based on K University
指導教授:傅啟榮傅啟榮引用關係
指導教授(外文):Chi-Rung Fu
學位類別:碩士
校院名稱:開南管理學院
系所名稱:企業管理研究所
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:94
中文關鍵詞:大學教師心理契約認知工作內容
外文關鍵詞:University FacultyPsychological ContractPerceptionJob Content
相關次數:
  • 被引用被引用:11
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  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:6
近年來,國內大學在數量上顯著成長,大學教師扮演的角色更形重要。由於教師需求數量的增加,使得大專院校對於所屬教師在質與量方面的控制變得格外重要。如同吸引有價值的企業員工一般,吸引或是留任優秀的教師,有賴於了解教師的需求。
心理契約與一般契約之不同在於心理契約為個人主觀的認知,而此項認知是由於個人對於訊息之解讀不同而造成的。因此,校方雖然承諾相同的契約內容,卻會因為不同的教師對於內容之解讀不同而有所差異,因而造成教師工作滿意度之落差。本研究以台灣北部某大學院校112位專任教師為研究對象,以心理契約觀點探討大學教師對工作內容之認知,並探討教師個人屬性的不同是否會對其工作內容之認知造成影響。期盼將研究結果提供教育主管單位及教育單位做為改善教師工作滿意度政策的參考。首先,藉由文獻探討找出可能影響大學教師對工作內容認知的因素,據以編製「大學教師對工作內容認知」研究問卷,蒐集大學教師對於工作內容的看法,然後發放問卷。接著,運用統計軟體SPSS 10.0 for Windows對回收問卷資料進行因素分析、信效度分析、相關分析與相關強度差異性檢定。研究結果顯示,整體因素與教學因素、研究因素及服務因素有顯著正相關,教學因素與服務因素也有顯著正相關,但研究因素與服務因素以及教學因素與研究因素並沒有顯著的關聯性存在,教師個人屬性的不同亦會影響教師對於工作內容之認知,也造成教師對於教學、研究與服務工作投入時間的差異。本研究認為,大學教師對於工作的滿意度會影響其對工作內容的認知,進而影響教師在教學、研究及服務等工作行為的投入。學校管理當局應把大學教師對心理契約的期望,與激勵理論作應用上的連結,以滿足大學教師多樣化的需求。由於本研究僅為個案研究,在推論上受到相當的限制。後續的研究可將研究範圍擴及全國各公私立大學院校,以增加研究的效度。此外,公私立大學院校,其組織文化、經營策略等是否有差異,都是值得加以探討的問題。本研究以問卷調查方式來蒐集研究資料,後續研究可透過實地訪談,以質化方式進行研究,使研究更趨於真實和周延。
In recent years, the number of student in university is increasing in Taiwan. The role of university faculty becomes more and more important. Since Argyris mentioned the concept of psychological contract at 1960, there were more and more researchers conducted studies within this field. The difference between psychological contract and the employment contract is that the psychological contract is based on a subjective viewpoint of the individual, rather than a mutual agreement between employees and the employer. The purpose of the study is to evaluate how university faculties perceived about the job content by the viewpoint of psychological contract, and to investigate how university faculties’ personal characteristics were related to these perceptions. This study used a sample of 112 faculties at a university on the northern Taiwan. By using SPSS 10.0, statistical software for Windows, the study revealed that university faculties’ perception about the job content in teaching and service were significantly correlated. However, the other job category, research, was not related the previous variables. More than this, the research also suggested that some personal characteristics, such as gender, age, and marriage, were found to be related to their perceptions about job contents. Such findings may serve as an important reference for the educators, policy makers, and researchers while conducting further study. However, the study was also limited by its sample and research method selections. As the research was based on the sample selected from only one university, it may not suitable to be generalized to other settings. The questionnaire type research also limited the explanination of the research findings in a general way. Aqualitative type of research may be conducted to obtain a more specific conclusion.
目  錄

誌  謝 I
中文摘要 II
英文摘要 III
目  錄 IV
表  次 VI
圖  次 VIII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究對象 4
第四節 研究範圍 5
第二章 文獻探討 6
第一節 心理契約 6
第二節 大學教師之角色及任務 14
第三節 大學教師任務與心理契約之關聯性及相關實證研究 17
第三章 研究方法 25
第一節 研究設計 25
第二節 研究架構 26
第三節 研究假設 27
第四節 問卷設計 28
第五節 母體及樣本 29
第六節 資料分析方法 29
第四章 資料分析與討論 33
第一節 敘述統計 33
第二節 因素分析 36
第三節 假設檢定 42
第五章 結論與建議 56
第一節 結論 56
第二節 研究建議 62
參考文獻 67
壹、中文部份 67
貳、英文部份 71
附錄一 卡方分配臨界值表 83
附錄二 本研究問卷 84

表  次

表4-1大學教師個人特徵特徵次數分配表 35
表4-2教師心理契約整體因素構面因素分析 38
表4-3教師心理契約研究因素構面因素分析 39
表4-4教師心理契約教學因素構面因素分析 40
表4-5教師心理契約服務因素構面因素分析 41
表4-6教師心理契約因素間相關分析表 44
表4-7性別對教師心理契約因素間相關強度之影響性分析表 50
表4-8年齡對教師心理契約因素間相關強度之影響性分析表 50
表4-9婚姻狀況對教師心理契約因素間相關強度之影響性分析表 51
表4-10撫養人數對教師心理契約因素間相關強度之影響性分析表 51
表4-11學歷對教師心理契約因素間相關強度之影響性分析表 52
表4-12服務年資對教師心理契約因素間相關強度之影響性分析表 52
表4-13職級對教師心理契約因素間相關強度之影響性分析表 53
表4-14兼任行政職對教師心理契約因素間相關強度之影響性分析表 53
表4-15授課鐘點對教師心理契約因素間相關強度之影響性分析表 54
表4-16超鐘點對教師心理契約因素間相關強度之影響性分析表 54
表4-17通勤狀況對教師心理契約因素間相關強度之影響性分析表 55

圖  次

圖3-1概念性研究架構圖 26
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