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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/138120


    Title: 國中學校組織公平、兼任行政教師情緒勞務與留任意願之跨層次研究
    A Cross-Level Study on Junior High School Organizational Justice, Emotional Labor of Teachers Concurrently Serving as Administrators, and Their Retention Intention as Administrators
    Authors: 秦夢群
    簡瑋成
    Contributors: 教育與心理研究
    Keywords: 留任意願;情緒勞務;組織公平
    retention intention;emotional labor;organizational justice
    Date: 2021-09
    Issue Date: 2021-12-06 16:34:56 (UTC+8)
    Abstract: 臺灣國中學校行政業務日趨繁雜，往往造成行政人才荒。如何提高兼任行政教師的留任意願，乃是刻不容緩之議題。本研究以此為焦點，探討學校組織公平 ; 兼任行政教師情緒勞務與留任行政意願三者之間關係。過往研究多考量個人層次而忽略組織層次，容易造成層次推論謬誤之情形，因此，本研究採用多層次結構方程式模型（multilevel structural equation modeling）來進行資料分析。研究方法採用問卷調查研究，以臺灣國中兼任行政職務的教師為研究對象。最後實際回收49所學校，合計有效問卷465份，經統計分析歸納以下五點結論：一 ; 國中學校組織公平對兼任行政教師情緒勞務產生顯著正向跨層次直接影響力 ; 二 ; 國中學校組織公平對兼任行政教師留任意願產生顯著正向跨層次直接影響力 ; 三 ; 國中兼任行政教師情緒勞務對留任意願產生顯著正向直接影響力 ; 四 ; 國中學校組織公平經由兼任行政教師情緒勞務對留任意願產生跨層次的中介影響力 ; 五 ; 背景變項中僅有性別與教育程度對兼任行政教師留任意願有顯著影響力。最後，本論文根據研究結論提出相關建議。
    Junior high school administrative affairs in Taiwan have become increasingly complex, resulting in a shortage of administrative talents. How to enhance the retention intention of teachers concurrently serving as administrators is a pressing issue at hand. With it as the focus, the correlations among school organizational justice, the emotional labor of teachers concurrently serving as administrators, and their retention intention as administrators were explored. Past studies mostly considered the personal level but overlooked the organizational level, which likely leads to cross-level inference fallacy. Therefore, the multilevel structural equation modeling was employed to carry out data analysis. The questionnaire survey was adopted as the research method, with junior high school teachers in Taiwan concurrently serving as administrators as research participants. Finally, the questionnaires from 49 schools were recovered, a total of 465 effective questionnaires. Through statistical analysis, the following five conclusions were drawn: 1. Junior high school organizational justice produced significantly positive cross-level and direct influence on the emotional labor of teachers concurrently serving as administrators ; 2. Junior high school organizational justice produced significantly positive cross-level and direct influence on the retention intention of teachers concurrently serving as administrators ; 3. The emotional labor of junior high school teaches concurrently serving as administrators produced significantly positive and direct influence on retention intention ; 4. Junior high school organizational justice produced cross-level intermediary influence on retention intention through the emotional labor of teachers concurrently serving as administrators ; 5. Among the background variables, only gender and educational level showed significant influence on the retention intention of teachers concurrently serving as administrators. Lastly, based on the conclusions, relevant recommendations were proposed in this paper.
    Relation: 教育與心理研究, 44(3), 1-34
    Data Type: article
    DOI link: https://doi.org/10.3966/102498852021094403001
    DOI: 10.3966/102498852021094403001
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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