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題名 | 教師承諾的構念效度=Construct Validity of Teacher Commitment |
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作者 | 黃瓊蓉; | 書刊名 | 彰化師大教育學報 |
卷期 | 1 2000.10[民89.10] |
頁次 | 頁93-118 |
分類號 | 522.2 |
關鍵詞 | 教師承諾; 職務承諾; 組織承諾; 生涯承諾; 專業承諾; Teacher commitment; Job commitment; Organizational commitment; Career commitment; Professional commitment; |
語文 | 中文(Chinese) |
中文摘要 | 教師承諾可包括教師對職務、組織及生涯等對象之承諾,其構念效度文獻中並未有系統的探討。本研究之目的即在瞭解教師承諾之構念,分析生涯承諾、組織承諾及職務承諾之幅合效度與區別效度。為了達成此項目的,本研究採用結構方程式模式(structural equation modeling)的方法,發現承諾對象的關係以斜交模式的適配最好,顯示各承諾對象是相關的。因為職務承諾、組織承諾與生涯承諾的斜交模式獲得支持,本研究進而考驗二階因素模式,二階因素模式的適配降低,一般性教師承諾因素的存在受到質疑。因為大多數的因素負荷量達到統計的顯著水準,教師承諾具有幅合效度,除了生涯認同與生涯堅忍力間不具區別效度外,其餘因素間的區別效度是良好的。因為因素間的相關大多屬於中度相關,顯示不同承諾對象可測量不同的概念。 |
英文摘要 | Teacher commitment involves job, organizational, and career commitment, et al. Since little effort has devoted to the examination of construct validity of teacher commitment, the major purpose of this study was to investigate the convergent and discriminant validity of job, organizational, and career commitment. To accomplish this aim, structural equation modeling was utilized. The research findings were: (1) Because the oblique model was supported, the correlation among job, career, and organizational commitment could not be ignored. Although the hierarchical model was pursued, it was not supported which raised the question about the existence of general teacher commitment. (2) Most of the standardized factor loadings were statistically significant and therefore lent support of convergent validity. (3) Except the correlation between career identification and career resilience, all the correlation among latent factors was singificantly different from unity which shows the presence of discriminant validity. Further, most of the magnitudes of correlation were moderate, indicating different types of commitment somehow measure differential construct. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。