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題名:國民小學學校氣氛、行政職務教師自我效能、工作倦怠與組織承諾關係之研究
作者:林雅芳
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:吳煥烘
黃芳銘
學位類別:博士
出版日期:2017
主題關鍵詞:學校氣氛行政職務教師自我效能工作倦怠組織承諾
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本研究旨在探討國民小學學校氣氛、行政職務教師自我效能、工作倦怠與組織承諾關係。本研究採問卷調查法,資料分析採t考驗、單因子變異數分析、皮爾遜積差相關及部分最小平方法(partial least squares, PLS)等統計方法。研究結論如下:
1. 國民小學學校氣氛整體現況頗為良好。
2. 國民小學行政職務教師自我效能整體現況尚屬良好。
3. 國民小學行政職務教師工作倦怠整體現況不嚴重,但仍有部分程度的工作倦怠。
4. 國民小學組織承諾整體現況尚屬良好。
5. 國民小學行政職務教師性別、任職處室、學校規模與學校位置等背景變項在學校氣氛上有差異。
6. 國民小學行政職務教師性別、職務職稱、行政職務年資等背景變項在自我效能上有差異。
7. 國民小學行政職務教師背景變項在工作倦怠上無差異。
8. 國民小學行政職務教師性別、年齡、任職處室、職務職稱、行政職務年資、目前服務學校行政職務年資、曾任教的學校數(含目前的學校)、學校規模與學校位置等背景變項在組織承諾上有差異。
9.國民小學學校氣氛、行政職務教師自我效能、工作倦怠與組織承諾間具有關聯性。
10.國民小學學校組織氣氛、行政職務教師自我效能、工作倦怠與組織承諾在模式驗證上具有影響關係。
最後根據研究結果提出具體建議,以作為教育應用上及未來研究之參考。
The purpose of this study was to explore the relationship among school climate, administrative teachers’ self-efficacy, job burnout and organizational commitment in elementary schools. In this study, questionnaire was adopted, and the collected data were analyzed with t-test, one-way ANOVA, Pearson’s product-moment correlation, and partial least squares. (PLS). Research conclusions included as follows:
1. The overall condition of current school climate in elementary schools was good.
2. The overall condition of current administrative teachers’ self-efficacy in elementary schools was still good.
3. The overall condition of current administrative teachers’ job burnout in elementary schools was not common, but there were still some degree of job burnout.
4. The overall condition of current organizational commitment in elementary schools was still good.
5. “Genders,” “service offices,” “school sizes” and “school locations” of administrative teachers in elementary schools would lead to some differences in the condition of school climate.
6. “Genders,” “job titles” and “administrative service years” of administrative teachers in elementary schools would lead to some differences in the condition of administrative teachers’ self-efficacy.
7. There are no significant differences in the condition of administrative job burnout of administrative teachers in elementary schools.
8. “Genders,” “ages,” “service offices,” “job titles,” “administrative service years,” “administrative service years in the current school,” “number of schools one taught (including current school),” “school sizes” and “school locations” would lead to some differences in the condition of administrative teachers’ organizational commitment.
9. Correlations existed among school climate, administrative teachers’ self-efficacy, job burnout and organizational commitment in elementary schools.
10. The theoretical model of school climate, administrative teachers’ self-efficacy, job burnout and organizational commitment in elementary schools were verified to have an influential relationship.
Finally, based on the research findings, suggestions were proposed as a reference for education applications and future studies.
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