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題名 | 國小教師工作投入、團體凝聚力與社會閒散關係之研究=A Study of Teacher's Job Involvement, Group Cohesiveness, and Social Loafing in Elementary School |
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作者 | 謝天德; | 書刊名 | 國民教育研究 |
卷期 | 3 1999.01[民88.01] |
頁次 | 頁113-149 |
分類號 | 523.35 |
關鍵詞 | 國民小學教師; 教師工作投入; 團體凝聚力; 社會閒散; Elementary school teacher; Teacher's job involvement; Teacher's group cohesiveness; Teacher's social loafing; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的有三:(1)探討不同背景變項的國小教師在「工作投入」與「社會閒散」上的差異情形;(2)探討國小教師的「工作投入」及「團體凝聚力」與「社會閒散」間關係;(3)探求國小教師的「工作投入」與「團體凝聚力」,對「社會閒散」現象的預測力。 本研究兼採用文獻分析法與問卷調查法。問卷調查部分以高雄市、縣、屏東縣公立國民小學在職半年以上之教師,為研究母群體,採分層系統叢集抽樣,共抽取108所學校,發出問卷1115份,有效問卷795份。使用的研究工具計有﹕(1)教師工作投人、(2)教師團體凝聚力與(3)教師社會閒散等三個量。填答之資料經輸入電腦後,以SPSSPC+套裝軟體之t考驗、單因子變異數分析、積差相關及多元逐步迴歸等方法,進行統計分析。本研究得到以下結論﹕ 一、國小教師擔任職務及服務地區之不同,在社會閒散與工作投入的程度上,皆有顯著差異。此外,任教學校規模的不同,在社會閒散的程度上,也有顯著差異;而教師年齡、婚姻狀況、教育程度、與服務年資的不同,在工作投入亦有顯著差異。 二、國小教師的工作投入、團體凝聚力分別與社會閒散之間有顯著的負相關。亦即工作投入、團體凝聚力愈高者,其社會閒散程度愈低;反之,則愈高。 三、國小教師工作投入、團體凝聚力對教師社會閒散的預測力方面,以教師的「人際親和」、「工作準備」、「團隊適應」和「工作專注」較具預測力,但並不理想,顯示教師社會閒散的預測,仍有其他因素變項。 本研究亦根據研究結果,對教育行政機關、學校和未來研究提出具體建議。 |
英文摘要 | There were three major purposes in this thesis: 1. To explore the differences in teachers' job involvement, and social loafing with background variables. 2. To examine the relationship between teachers' job involvement and social loafing, and between the latter and teachers' group cohesiveness. 3. To explore the ability of predicting how much teachers' job involvement, and group cohesiveness can affect on social loafing. This study applied two methods: i.e. literature analysis and inquiry investigation. This study aimed at public elementary school teachers in Koashuing and Pingtung area, and adopted the layered, system, and cluster sampling method to do a survey. This study chose 108 schools, sending out 1115 questionnaires and got 795 available in the survey. The tools used were (1). teacher's job involvement, (2).teacher's group cohesiveness, and (3).teacher's social loafing scales. T-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression methods were used to analyze data. The conclusions were drawn as follows: 1. There were significant differences of the elementary school teacher's position and service area on levels of social loafing and job involvement. There was also significant difference of school size on the level of social loafing, and significant differences of some teachers' background variables on the level of job involvement. 2. There were negative significant relationships between teacher's job involvement and social loafing, and between group cohesive and social loafing. 3. The "group integration-social," "job readiness," "individual attraction to group-task. "and " job concentration" were the key variables to predict teachers' social loafing; but since the prediction was not good enough, it revealed that there should exist other variables. Applications for the results of the study and suggestions for policy and future stud were also provided. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。