臺灣博碩士論文加值系統

本研究旨在瞭解國民小學教師心理契約、敬業貢獻度對知識分享意願之影響，並進一步分析敬業貢獻度之中介效果。研究主要採取問卷調查，紙本問卷共發放550份，其有效問卷共計427份，有效回收率為77.6％。並以T檢定、單因子變異數分析、Pearson積差相關及迴歸分析進行統計分析。根據資料分析與研究發現，本研究結果顯示：
一、國小教師之職務越高對心理契約與敬業貢獻度有較高的認知。
二、國小教師之年資與年齡越高者其在敬業貢獻度的認知程度越高。
三、國小教師之心理契約對敬業貢獻度具有正向影響。
四、國小教師之敬業貢獻度對知識分享意願具有正向影響。
五、國小教師之心理契約對知識分享意願具有正向影響。
六、國小教師之敬業貢獻度在其心理契約對知識分享意願上具有影響之中介效果。
最後，依據研究結果提出建議，以供未來教育當局或學校組織欲提升教師知識分享意願時之參考依據。

The objective of this study is to explored the relationship among the public elementary school teacher’s Psychological Contract, Knowledge-sharing Intention and Engagement in Kaohsiung city, and analysis the impact of Engagement on Psychological Contract and Knowledge-sharing Intention.
A quota sampling method was used in the study, there were 550 questionnaires sent to the people who worked in the elementary school in Kaohsiung city. Total number of surveys returned was 427, with 77.6% valid return rate. The collected data were analyzed by using T-test, one-way ANOVA, Pearson product-moment correlation and regression analysis.
The results showed: 1）With the high official rank can realize the teacher’s psychological contract and engagement more. 2）With the older aged and seniority can realize the teacher’s engagement more. 3）The teacher’s psychological contract show the positive relation with the engagement. 4）The teacher’s engagement show the positive relation with the knowledge-sharing intention. 5）The teacher’s psychological contract show the positive relation with the knowledge-sharing intention. 6）Engagement serve as the full mediators between Psychological Contract and Knowledge-sharing Intention.
Finally, according to the study results and conclusions, recommendations were provided some data above which can be referred to in the future as well.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 待答問題 7
第四節 研究範圍與限制 8
第五節 研究方法 9
第六節 名詞釋義 9
第二章 文獻探討 13
第一節 心理契約 13
第二節 敬業貢獻度 22
第三節 知識分享意願 31
第三章 研究設計與實施 37
第一節 研究架構與研究假設 37
第二節 研究步驟與研究流程 43
第三節 研究工具 46
第四節 資料分析方法 52
第五節 研究對象 57
第四章 研究結果與討論 59
第一節 問卷信效度分析 59
第二節 樣本資料敘述性統計分析 69
第三節 背景變項與各變項之差異性分析 72
第四節 心理契約、敬業貢獻度與知識分享意願之 相關分析 85
第五節 心理契約對知識分享意願之影響－以敬業貢獻度為中介變項 89
第六節 研究假設驗證與討論 101
第五章 結論與建議 105
第一節 結論 105
第二節 建議 111
第三節 後續研究建議 113
參考文獻 117
中文部份 117
英文部分 118
附錄一 問卷專家名單 133
附錄二 95學年度高雄市公立國民小學校數及規模統計 134
附錄三 正式問卷 135


表次
表 2 - 1 交易型契約與關係型契約特性比較 20
表 3 - 1 心理契約量表 48
表 3 - 2 敬業貢獻度量表 50
表 3 - 3 知識分享意願量表 51
表 3 - 4 KMO值判斷區間 55
表 3 - 5 問卷分層比例抽樣人數統計 58
表 4 - 1 心理契約量表項目分析 60
表 4 - 2 敬業貢獻度量表項目分析 61
表 4 - 3 知識分享意願量表項目分析 61
表 4 - 4 心理契約量表因素分析 63
表 4 - 5 敬業貢獻度量表因素分析 64
表 4 - 6 知識分享意願量表因素分析 65
表 4 - 7 問卷信度分析 69
表 4 - 8 樣本資料分析表 71
表 4 - 9 不同背景變項對心理契約認知之差異分析 73
表 4 - 10 不同性別對心理契約構面之差異分析 75
表 4 - 11 不同職務對心理契約構面之差異分析 76
表 4 - 12 不同背景變項對敬業貢獻度認知之差異分析 77
表 4 - 13 不同性別對敬業貢獻度構面之差異分析 79
表 4 - 14 不同年齡對敬業貢獻度量表之差異分析 80
表 4 - 15 不同年資對敬業貢獻度量表之差異分析 81
表 4 - 16 不同職務對敬業貢獻度量表之差異分析 82
表 4 - 17 不同背景變項對知識分享意願之差異分析 84
表 4 - 18 相關係數的強度大小與意義 86
表 4 - 19 各構面相關分析表 88
表 4 - 20心理契約對知識分享意願之迴歸分析假設檢定表 90
表 4 - 21心理契約對知識分享意願之迴歸分析表 91
表 4 - 22心理契約構面對知識分享意願之迴歸分析表 92
表 4 - 23心理契約對敬業貢獻度之迴歸分析假設檢定表 93
表 4 - 24心理契約對敬業貢獻度之迴歸分析表 94
表 4 - 25心理契約對敬業貢獻度之迴歸分析表 95
表 4 - 26敬業貢獻度與知識分享意願之迴歸分析假設檢定表 96
表 4 - 27敬業貢獻度與知識分享意願之迴歸分析表 97
表 4 - 28敬業貢獻度構面與知識分享意願之迴歸分析表 98
表 4 - 29心理契約、敬業貢獻度與知識分享意願之階層迴歸分析表 101
表 4-30 背景變項對心理契約、敬業貢獻度與知識分享意願差異分
析之研究假設 102
表 4-31 心理契約、敬業貢獻度與知識分享意願之迴歸分析表 . 103


圖次
圖 2 - 1 心理契約連續構面傾向 20
圖 2 - 2 敬業貢獻度與工作倦怠關係示意 24
圖 3 - 1 研究架構圖 38
圖 3 - 2 研究流程 45
圖 4 - 1 調整後之研究架構圖 66

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