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題名:個人與組織適配度和關係品質對國小教師忠誠度影響之研究
作者:葉亮吟
作者(外文):Liang-yin Yeh
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所碩士班
指導教授:丁學勤
學位類別:博士
出版日期:2012
主題關鍵詞:個人與組織配適度關係品質行為忠誠度態度忠誠度感激創新GratitudeRelationship QualityPerson-Organization FitBehavioral LoyaltyAttitudinal LoyaltyInnovativeness.
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本文欲建構教師-學校關係品質(relationship quality)概念模型,並將涉及社會化以及心理學問題。研究強調學校內部關係品質概念的發展與驗證,將實證個人與組織配適度(person-organization fit)對忠誠度(包含態度忠誠度和行為忠誠度)有正向的影響;個人與組織配適度對關係品質亦有正向影響,且透過關係品質進一步驅動更強固的忠誠度。因此,本研究推論關係品質為個人與組織配適度和忠誠度關係之間的中介變數。此外,以個別差異法驗證是否不同教師人格特質在關係品質對忠誠度影響上產生干擾,探究教師感激(gratitude)和創新人格特質(innovativeness)在關係品質對態度忠誠度或行為忠誠度關係上所扮演的調節角色。
本研究以問卷調查法收集數據,小學老師為研究樣本。採用分層比例抽樣法選取學校(以台灣新五都為分層依據),共發放640份問卷,有效樣本482人,有效問卷回收率75.31%。以結構方程式之最大概似估計法進行理論模型和假設的驗證。
本研究結果發現:第一,個人與組織配適度與關係品質對態度忠誠度和行為忠誠度有直接正向的影響;第二,個人與組織配適度對關係品質有正向的影響;第三,態度忠誠度對行為忠誠度有直接正向的影響。關係品質中介效果驗證顯示:關係品質對個人與組織配適度在行為忠誠度上具有部分中介效果;關係品質對個人與組織配適度在態度忠誠度上具有完全中介效果。以結構方程式多群組分析法探討人格特質在關係品質對態度忠誠度或行為忠誠度上所產生的調節效果發現:對高感激人格特質教師而言,關係品質對態度忠誠度和行為忠誠度影響較大;然而對高創新人格特質教師而言,關係品質對行為忠誠度影響較小。
This study sought to understand a teacher-school conceptual model of relationship quality (RQ) and concerned with socialization as well as psychology issues into the study. This study looked forward highlighting the need to develop a form of representing the internal relationships of the school. The researcher postulated that important relational factor “RQ” was the bridge between person-organization fit (P-O fit) and attitudinal / behavioral loyalty. And, the researcher examined by individual difference approach whether teachers with different personality traits (gratitude and innovativeness) exhibited different effect between RQ and loyalty.
The questionnaire survey approach was employed to collect data from elementary school teachers. Stratified proportional sampling was used by new five municipalities of Taiwan. A total of 640 questionnaires were distributed and final sample for analysis consisted of 482 observations. The effective response rate was 75.31%. The main analysis methods employed structural equation model with maximum likelihood criterion for hypotheses testing.
The results indicated that P-O fit and RQ had significant impacts on teachers’ attitude loyalty and behavioral loyalty. And, teachers’ perception of P-O fit had a significant positive influence on RQ. Besides this, teachers’ attitude loyalty in turned affected their behavioral loyalty. According to mediation effect of RQ and moderation effect of personality traits in this study were confirmed. RQ partially mediated the relationship between P-O fit and behavioral loyalty; and fully mediated the relationship between P-O fit and attitudinal loyalty. The moderation effect of personality traits revealed that the effects of RQ on behavioral and attitudinal loyalty were greater for high gratitude teacher than low one; and the effect of RQ on behavioral loyalty was smaller for high innovativeness teacher than low one.
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