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Title:	臺灣北部偏遠地區國民中小學組織氣氛、教師組織承諾與教師留任意願關係之研究 A Study of Relationships among School Climate, Organizational Commitment and Teachers’ Retention in Rural Areas of Northern Taiwan
Authors:	周芷瑩 Chou, Chih-Ying
Contributors:	陳榮政 Chen, Jung-Cheng 周芷瑩 Chou, Chih-Ying
Keywords:	學校組織氣氛組織承諾留任意願 School climate Organizational commitment Retention
Date:	2018
Issue Date:	2018-08-27 15:04:10 (UTC+8)
Abstract:	本研究旨在瞭解當前臺灣北部偏遠地區國民中小學組織氣氛、教師組織承諾與教師留任意願的現況，並分析在各背景變項之下，學校組織氣氛、教師組織承諾與教師留任意願的差異情形，以及探討學校組織氣氛、教師組織承諾與教師留任意願的線性結構關係。　　本研究採取問卷調查法，以臺灣北部偏遠地區國民中小學之正式教師為研究對象，共抽取90所國民中小學、720名正式教師，回收510份有效問卷，有效問卷回收率為70.83%。透過描述性統計方法、t檢定、單因子變異數分析、結構方程模式進行分析。有關本研究分析結果為下：一、臺灣北部偏遠地區學校教師知覺組織氣氛現況程度為中高，以「教師承諾行為」之知覺為佳、「校長限制行為」之知覺為低。二、臺灣北部偏遠地區學校教師之組織承諾為中高，以「情感性承諾」為佳、「持續性承諾」為低。三、臺灣北部偏遠地區學校教師之留任意願近中低，以「自願性留任」為佳、「非自願性留任」為低。四、臺灣北部偏遠地區學校教師，會因「性別」、「年齡」、「最高學歷」、「擔任教師總年資」、「在本校任教總年資」、「擔任職務」、「學校類型」、「學校地區」的不同，導致其對學校組織氣氛之知覺產生顯著差異。五、臺灣北部偏遠地區學校教師，會因「性別」、「年齡」、「原生地」、「擔任教師總年資」、「本校任教總年資」、「擔任職務」、「學校類型」、「學校地區」、「學校規模」的不同，導致其組織承諾具顯著差異。六、臺灣北部偏遠地區學校教師，會因「年齡」、「原生地」、「最高學歷」、「擔任教師總年資」、「本校任教總年資」、「學校類型」、「學校地區」、「學校規模」的不同，導致其留任意願具顯著差異。七、臺灣北部偏遠地區學校組織氣氛得透過教師組織承諾的完全中介角色，對教師留任意願產生正向的影響。　　最後，依據本研究結論所提出的建議，供教育行政主管機關、偏遠地區學校校長與教師們，以及未來研究者做參考。 The purpose of this study is to learn the relationships among school climate, organizational commitment and teachers’ retention in rural areas of northern Taiwan, and analyze the difference in school climate, organizational commitment and teachers’ retention under different variables, and explore the linear relationships of school climate, organizational commitment and teachers’ retention. This study conducted a questionnaire survey on 720 teachers from 90 schools in rural areas of northern Taiwan, and retrieved 510 valid questionnaires, with a usable rate of 70.83%. The data were analyzed by using descriptive statistics, independent 　t-test, one-way ANOVA and structural equation model (SEM). The conclusions of this study are as follows: 1.The level of teachers’ perception in school climate in rural areas of northern Taiwan is medium-high. The perception of "teacher’s commitment behavior" is the best, and the perception of "master’s limit behavior" is low. 2.The level of teachers’ organizational commitment in rural areas of northern Taiwan is medium-high, with “emotional commitments” being the best and “continuous commitments” being low. 3.The level of teachers’ retention in rural areas of northern Taiwan is close to medium-low, with “voluntary retention” being the best and “involuntary retention” being low. 4.Teachers in rural areas of northern Taiwan with different gender, age, highest educational qualification, years of teaching, years of teaching in current school, jobs, and school type and district taught have significant influences to the perception of school climate. 5.Teachers in rural areas of northern Taiwan with different gender, age, native place, years of teaching, years of teaching in current school, jobs, and school type, district, and size taught have significant influences to their organizational commitment. 6.Teachers in rural areas of northern Taiwan with different age, native place, highest educational qualification, years of teaching, years of teaching in current school, and school type, district, and size taught have significant influences to their retention. 7.The positive effect of school climate in rural areas of northern Taiwan on teachers’ retention could be moderated by teachers’ organizational commitment. Finally, suggestions are proposed based on the study conclusions, in order to serve as reference for education administration authorities, school principals and teachers in rural areas and future research.
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Description:	碩士國立政治大學教育行政與政策研究所 105171012
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0105171012
Data Type:	thesis
DOI:	10.6814/THE.NCCU.EAP.006.2018.F02
Appears in Collections:	[Graduate Institute of Educational Administration and Policy] Theses

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