頁籤選單縮合
題 名 | 特殊教育學校組織氣候與組織承諾關係之研究=A Study on Relationship of Organizational Climate and Organizational Commitment in Special Schools |
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作 者 | 張照明; | 書刊名 | 東臺灣特殊教育學報 |
卷 期 | 3 2001.11[民90.11] |
頁 次 | 頁111-179 |
分類號 | 529.5 |
關鍵詞 | 特殊教育學校; 組織氣候; 組織承諾; Special school; Organizational climate; Organizational commitment; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以自編的「特殊教育學校學校組織氣候及組織承諾目卷」作為蒐集資料的工具,對台北啟明等八所特殊學校共305位教師進行問卷調查,進行學校組織效能的研究,並以t考驗、單因子多變項分析(MANOVA)、單因子變異數分析(One-Way ANOVA)、雪費(Scheffe)法事後比較及Pearson積差相關法進行資料之統計分析,以瞭解不同人口變項(性別、服務年資、職務、專業背景)及學校環境變項(班級數、所在地區、學校建校年數)的教師對學校組織氣候與組織承諾的知覺差異,並分析組織氣候與組織承諾的關係,本研究結果如下: 一、 在組織氣候方面: (一) 特殊教育學校教師對組織氣候的知覺是積極肯定的。 (二) 男性教師對「校長支持行為」及「校長開放指數」的知覺比女性教師積極。 (三) 班級數較少的學校教師對組織氣候的知覺比班級數較多的教師積極。 (四) 不同城鄉地區的特殊教育學校教師對組織氣候的知覺無差異。 (五) 服務年資較久的特殊教育學校教師對組織氣候的知覺比服務年資較淺的教師積極。 (六) 主任對組織氣候的知覺比級任教師及科任教師積極。 (七) 不同專業背景的教師對組織氣候知覺無差異。 (八) 建校年數較短的教師對組織氣候的知覺比建校年數較長的教師積極。 二、 在組織承諾方面: (一) 女性教師的「留職傾向」比男性教師高。 (二) 不同班級數教師的「組織承諾」無差異。 (三) 城市地區的時殊教育教師在「認同」、「努力意願」及「組織承諾」的知覺比鄉鎮地區的學校教師高。 (四) 服務年資較久的特殊教育學校教師對組織承諾的知覺比服務年資較淺的積極。 (五) 不同專業背景的教師對組織承諾的知覺無差異。 (六) 不同建校年數的教師對組織承諾的知覺無差異。 組織氣候與組織承諾之間有相關。 |
英文摘要 | In this study, a researcher-made questionnaire named Organizational Climate and organizational Commitment in Special Schools, was used as a data collection instrument. The questionnaire was distributed to three hundred and five teachers of eight special schools to investigate their organizational efficiency. Statistical techniques such as t test, multiple analysis of variance (ANOVA), analysis of variance (One-way ANOVA), Scheffe, and pearson’s Product-moment correlation were used to examine the differences between groups. The teachers were divided based on two groups of factors: demographic factors (sex, year of teaching, position, and professional background) and the school environmental factors (number of class, school location, and years of school established). The results included: 1. Oganizational climate (1)Teachers in special schools were positive in organizational climate consciousness. (2)Male teachers were more positive than female teachers in the areas of principle’s supportive behaviors consciousness and principle’s openness index consciousness. (3)Teachers in special schools with less classes were more positive than teachers in schools with more classes. (4)There was no difference for teachers whose school located in rural area or urban area in organizational climate consciousness.. (5)Teachers with more teaching experience were more positive in organizational climate consciousness than teachers who had less teaching experience. (6)Directors were more positive in organizational efficiency consciousness than teachers who were in charged of class and teacher who taught specific subject(s). (7)There was no difference for teachers with different expertise in organizational climate. (8)Teachers in schools with less funding history were more positive in organizational climate than teachers in schools with longer funding history. 2.Organization commitment (1)Female teachers had a tendency toward remaining in office. (2)There was no difference in organizational commitment in number of classes. (3)Teachers in urban schools showed higher consciousness in the areas of identification, willingness to work hard, and organizational commitment than teachers in rural schools. (4)Teachers with more years of teaching experience were more positive than teachers with less teaching experience. (5)There was no difference in organizational commitment for teachers with different expertise. (6)Teachers from schools with different funding history showed no difference in organizational commitment. |
本系統中英文摘要資訊取自各篇刊載內容。