跳到主要內容

臺灣博碩士論文加值系統

(44.200.86.95) 您好!臺灣時間:2024/05/30 03:10
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:田淵碩
研究生(外文):Yuan-Shuo Tien
論文名稱:教師兼任行政工作對外在調節與整合調節的影響—以資源與情緒穩定性為調節變項
論文名稱(外文):Administrative workload, external regulation and integrated regulation: The moderating effects of resource and emotional stability
指導教授:施欣宜施欣宜引用關係
指導教授(外文):SHIH, SHIN-I
學位類別:碩士
校院名稱:國立中山大學
系所名稱:管理學院國際經營管理碩士學程
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:2021
畢業學年度:109
語文別:英文
論文頁數:46
中文關鍵詞:情緒穩定性資源整合調節外在調節自我決定論行政工作量
外文關鍵詞:integrated regulationexternal regulationSelf-Determination Theoryresourceemotional stabilityadministrative workload
相關次數:
  • 被引用被引用:0
  • 點閱點閱:84
  • 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:0
本研究透過自我決定論(Self-Dtermination Theory, SDT)來探討教師兼任行政工作(administrative workload)對外在調節(external regulation)與整合調節(integrated regulation)的影響,同時考慮資源(resource)以及情緒穩定性(emotional stability)的調節效果。最終的有效樣本數為103位臺灣現職教師。分析結果顯示教師較無法將維持學校校務運作的行政工作內容整合在教師的教學專業當中。此外,情緒穩定性偏低的教師,較無法將兼任行政工作的內容整合在教師專業的價值當中。本研究並進一步的對於提升教師接受兼任行政工作的意願以及學校分派與選用教師兼任行政職務時的考量進行建議及討論。
Drawing on the Self-Determination Theory (SDT) of motivation at work, this study examined the effects of administrative workload on external regulation and integrated regulation. I proposed that resource moderates the relationship between administrative workload and external regulation, while emotional stability moderates the relationship between administrative workload and integrated regulation. One hundred and three Taiwanese school teachers completed an online survey measuring administrative workload, resource, motivations and personalities. Results of the analyses indicated that most teachers have hard time appreciating the values of the efforts for maintaining schools’ functional administration. In addition, the results showed that emotional stability has moderating effect in the relationship between administrative workload and integrated regulation, suggesting that teachers with lower emotional stability have hard time integrating and identifying with the importance of administrative tasks and duties. I further discuss the practical implications of the findings to facilitate teacher’s willingness to accept the job and the consideration regarding personnel decision.
論文審定書 i
中文摘要 ii
Abstract iii
Table of Contents iv
List of Figures v
List of Tables vi
1. Introduction 1
2. Literature Review and Hypotheses Development 5
2.1 Administrative Duties for Teachers 5
2.2 Self-Determination Theory 7
2.3 Resource 9
2.4 Emotional Stability 10
2.5 Administrative Workload and External Regulation 10
2.6 Resource as a Moderator 11
2.7 Administrative Workload and Integrated Regulation 12
2.8 Emotional Stability as a Moderator 14
3. Method 16
3.1 Participants and Procedure 16
3.2 Measures 17
4. Results 20
5. Discussion 26
5.1 Contribution 26
5.2 Practical Implication 27
5.3 Limitation 29
6. References 32
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. sage.
Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: Primary teachers’ experience of intensification. Teaching and teacher education, 25(8), 1150-1157.
Bolger, N. (1990). Coping as a personality process: a prospective study. Journal of personality and social psychology, 59(3), 525.
Brief, A. P. (1998). Attitudes in and around organizations (Vol. 9). Sage.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of educational research, 62(1), 37-60.
Byrne, B. M. (1991). The Maslach Burnout Inventory: Validating factorial structure and invariance across intermediate, secondary, and university educators. Multivariate Behavioral Research, 26(4), 583-605.
Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: psychometric evidence and taxonomic implications. Journal of abnormal psychology, 100(3), 316.
Costa, P. T., & McCrae, R. R.(1980). Still stable after all these years: Personality as a key to same issues in adult and old age. Life-span development and behavior. New York: Academic Press, 3, 65-102.
Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression: development and application of a slope difference test. Journal of applied psychology, 91(4), 917.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of personality and Social Psychology, 18(1), 105.
Deci, E. L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational behavior and human performance, 8(2), 217-229.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43-85). Springer, Boston, MA.
Deckop, J. R., & Cirka, C. C. (2000). The risk and reward of a double-edgedsword: Effects of a merit payprogram on intrinsic motivation. Nonprofit and Voluntary Sector Quarterly, 29(3), 400-418.
Diefendorff, J. M., & Chandler, M. M. (2011). Motivating employees.
Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of educational administration.
Droogenbroeck, F. V., & Spruyt, B. (2014). To stop or not to stop: an empirical assessment of the determinants of early retirement among active and retired senior teachers. Research on aging, 36(6), 753-777.
Feldman, M. S., & Worline, M. (2012). Resources, resourcing, and ampliative cycles in organizations. The Oxford handbook of positive organizational scholarship, 629-641.
Frankenhaeuser, M., Lundberg, U., Fredrikson, M., Melin, B., Tuomisto, M., Myrsten, A. L., Hedman M., Bergman-Losman B. & Wallin, L. (1989). Stress on and off the job as related to sex and occupational status in white‐collar workers. Journal of Organizational Behavior, 10(4), 321-346.
Fritz, C., & Sonnentag, S. (2006). Recovery, well-being, and performance-related outcomes: the role of workload and vacation experiences. Journal of Applied Psychology, 91(4), 936.
Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
Halbesleben, J. R., & Bowler, W. M. (2007). Emotional exhaustion and job performance: the mediating role of motivation. Journal of applied psychology, 92(1), 93.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216.
Heppner, P. P., Cook, S. W., Wright, D. M., & Johnson, W. C. (1995). Progress in resolving problems: A problem-focused style of coping. Journal of Counseling Psychology, 42(3), 279.
Hobfoll, S. E. (1989). Conservation of resources: a new attempt at conceptualizing stress. American psychologist, 44(3), 513.
Hunter, E. M., & Wu, C. (2016). Give me a better break: Choosing workday break activities to maximize resource recovery. Journal of Applied Psychology, 101(2), 302.
Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of applied Psychology, 86(1), 80.
Kohn, A. (1999). Punished by Rewards: The Trouble with Gold Stars. In Incentive Plans, A’s, Praise, and Other Bribes.
Kyriacou, C., & Coulthard, M. (2000). Undergraduates'' views of teaching as a career choice. Journal of education for Teaching, 26(2), 117-126.
König, J., & Rothland, M. (2012). Motivations for choosing teaching as a career: Effects on general pedagogical knowledge during initial teacher education. Asia-Pacific Journal of Teacher Education, 40(3), 289-315.
Lepper, M. R., & Greene, D. (1978). Overjustification research and beyond: Toward a means-ends analysis of intrinsic and extrinsic motivation. The hidden costs of reward: New perspectives on the psychology of human motivation, 109-148.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children''s intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis. Journal of Personality and social Psychology, 28(1), 129.
McCrae, R. R., & Costa, P. T. (1985). Updating Norman''s" adequacy taxonomy": Intelligence and personality dimensions in natural language and in questionnaires. Journal of personality and social psychology, 49(3), 710.
McCrae, R. R., & Costa, P. T., Jr. (1991). Adding Liebe und Arbeit: The
full five-factor model and well-being. Personality and Social Psychology
Bulletin, 17, 227-232.
Meijman, T. F., & Mulder, G. (2013). Psychological aspects of workload. In A handbook of work and organizational psychology (pp. 15-44). Psychology Press.
Nesje, K., Brandmo, C., & Berger, J. L. (2018). Motivation to become a teacher: A Norwegian validation of the factors influencing teaching choice scale. Scandinavian Journal of Educational Research, 62(6), 813-831.
OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers.
Education and training policy. OECD Publishing.
OECD. (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en.
OECD. (2020), Not enough hours in the day: Policies that shape teachers’ use of time. OECD Publishing.
Paulhus, D. L. (2002). Socially desirable responding: The evolution of a construct. InH. I. Braun, DN Jackson, &D. E.
Quinn, R. W., & Dutton, J. E. (2005). Coordination as energy-in-conversation. Academy of management review, 30(1), 36-57.
Quinn, R. W., Spreitzer, G. M., & Lam, C. F. (2012). Building a sustainable model of human energy in organizations: Exploring the critical role of resources. Academy of Management Annals, 6(1), 337-396.
Ilies, R., Schwind, K. M., Wagner, D. T., Johnson, M. D., DeRue, D. S., & Ilgen, D. R. (2007). When can employees have a family life? The effects of daily workload and affect on work-family conflict and social behaviors at home. Journal of applied psychology, 92(5), 1368.
Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and teacher education, 27(3), 628-638.
Roness, D., & Smith, K. (2010). Stability in motivation during teacher education. Journal of Education for teaching, 36(2), 169-185.
Scott, C., Stone, B., & Dinham, S. (2001). I love teaching but.... international patterns of teacher discontent. Education Policy Analysis Archives.
Sluiter, J. K., De Croon, E. M., Meijman, T. F., & Frings-Dresen, M. H. W. (2003). Need for recovery from work related fatigue and its role in the development and prediction of subjective health complaints. Occupational and environmental medicine, 60(suppl 1), i62-i70.
Smith, T. W., & Williams, P. G. (1992). Personality and health: Advantages and limitations of the five‐factor model. Journal of Personality, 60(2), 395-425.
Sonnentag, S. (2003). Recovery, work engagement, and proactive behavior: a new look at the interface between nonwork and work. Journal of applied psychology, 88(3), 518.
Soto, C. J., & John, O. P. (2009). Ten facet scales for the Big Five Inventory: Convergence with NEO PI-R facets, self-peer agreement, and discriminant validity. Journal of Research in Personality, 43(1), 84-90.
Struyven, K., Jacobs, K., & Dochy, F. (2013). Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education. European journal of psychology of education, 28(3), 1007-1022.
Tehseen, S., Ramayah, T., & Sajilan, S. (2017). Testing and controlling for common method variance: A review of available methods. Journal of Management Sciences, 4(2), 142-168.
Thompson, E. R. (2008). Development and validation of an international English big-five mini-markers. Personality and individual differences, 45(6), 542-548.
Tremblay, M. A., Blanchard, C. M., Taylor, S., Pelletier, L. G., & Villeneuve, M. (2009). Work Extrinsic and Intrinsic Motivation Scale: Its value for organizational psychology research. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(4), 213.
Ursin, H., & Eriksen, H. R. (2004). The cognitive activation theory of stress. Psychoneuroendocrinology, 29(5), 567-592.
Varlaam, A., Nuttall, D., & Walker, A. (1992). What makes teachers tick? a survey of teacher morale and motivation. London School of Economics and Political Science, Centre for Educational Research.
Wiersma, U. J. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta‐analysis. Journal of occupational and organizational psychology, 65(2), 101-114.
電子全文 電子全文(網際網路公開日期:20241025)
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top