政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/33074
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113392/144379 (79%)
Visitors : 51213624      Online Users : 877
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/33074


    Title: 國立高中職校長衝突管理、行政溝通與教師工作滿意度關係之研究
    A Study on the Relationships among Principals’ Conflict Management, Administrative Communication, and Teachers’ Job Satisfaction
    Authors: 莊勝利
    Contributors: 秦夢群
    張奕華
    莊勝利
    Keywords: 衝突管理
    行政溝通
    教師工作滿意度
    Conflict Management
    Administrative Communication
    Teachers’ Job Satisfaction
    Date: 2006
    Issue Date: 2009-09-17 15:14:23 (UTC+8)
    Abstract: 本研究主旨在探究國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性，以及不同教師個人變項、學校變項等因素與校長衝突管理、行政溝通、以及教師作滿意度的相關性，同時進行理論模式驗證，並提出研究結論與建議。
    本研究採問卷調查法，針對國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性進行探究。本研究首先經由文獻探討與分析，建立研究架構與理論模式。在問卷發展方面，共分為預試問卷與正式問卷二部份，首先在預試問卷方面，以192位國立高中職現職教師為預試樣本，進行信度與因素分析，正式問卷則依據預試問卷的分析結果發展而成。正式問卷以台灣區國立高中職學校教師樣本，採分層隨機抽樣方式，共計回收有效樣本為642份。研究資料的統計處理與分析方面，包括描述統計、t考驗、變異數分析、相關分析以及線性結構方程模式等統計方法。

    本研究之主要研究結果如下:

    一、目前國立高中職教師對於校長衝突管理、行政溝通行為的知覺是正面的，教師工作滿意度整體上是高的。
    二、校長衝突管理的方式與行政溝通行為之間呈現顯著正相關。
    三、校長衝突管理的方式與教師工作滿意度之間呈現顯著正相關。
    四、校長行政溝通行為與教師工作滿意度之間呈現顯著正相關。
    五、不同教師個人變項與校長衝突管理、行政溝通、以及教師工作滿意度等部分因素呈顯著差異。
    六、服務不同背景變項學校的教師對於校長衝突管理、行政溝通的知覺、以及教師工作滿意度等部份因素呈顯著差異。
    七、教師對於校長衝突管理、行政溝通行為的知覺能有效解釋教師工作滿意度。

    根據上述的研究結果，本研究提建議如下:

    一、對教育行政主管機關的建議

    (一) 加強國立高中職校長解決組織衝突的能力、以及行政溝通能力。
    (二) 適度增加教師薪資，以及升遷的機會。
    (三) 國立高中職學校規模不宜太大，最好在40班以下。

    二、對國立高中職校長的建議

    (一) 加強學校行政領導，以提高教師工作滿意度。
    (二) 提高解決組織衝突，以及行政溝通的能力。
    (三) 重視教師個人變項對校長衝突管理、行政溝通、以及教師工作滿意度不同知覺反應。
    (四) 重視學校變項對校長管理、行政溝通、以及教師工作滿意度的影響。

    三、對未來研究之建議

    (一) 研究對象方面: 擴大研究對象範圍，提高研究價值。
    (二) 研究方法方面: 量化研究方面可以增加校長自評，此外，可輔以質化研究，如訪談、實地觀察等，以使研究層面更臻完善。
    (三)研究內容方面:　探討其他研究變項，建構新的架構模式。
    The purpose of this study is to explore the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. The relationships between background variables of teachers, and schools and principals’ conflict management, administrative communication, and teachers’ job satisfaction were also examined. A theoretical model was constructed and confirmed, and some research conclusions were made and suggestions were offered as well.
    This study adopted the questionnaire survey, exploring the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. First, a research frame, and theoretical model were built based on the literature analysis. As for the development of the questionnaires, 192 public senior high school teachers were chosen as the pre-test samples. Based on the reliability analysis, and validity analysis of the pre-test samples, the formal questionnaires were developed. There were 642 public senior high school teachers who were randomly chosen as the research subjects. Their questionnaires were used as the research data, and some statistical techniques such as descriptive statistics, t-test, ANOVA, correlation analysis, and SEM were employed.
    The major findings from this study are as follows:
    1. The perceptions from the senior high school teachers about principals’ conflict management, administrative communication are positive, and teachers’ job satisfaction are high.
    2. Principals’ conflict management styles and administrative communication are positively correlated.
    3. Principals’ conflict management styles and teachers’ job satisfaction are positively correlated.
    4. Principals’ administrative communication and teachers’ job satisfaction are positively correlated.
    5. With different personal background variables , the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different.
    6. With different school background variables, the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different.
    7. The perceptions of teachers on principals’ conflict management styles and administrative communication can effectively explain the teachers’ job satisfaction.

    The suggestions made by this study are as follows:

    A. The suggestions to the educational administrative institutes:

    1. Develop public senior high school principals’ capabilities to handle organizational conflict, and administrative communication.
    2. Raise teachers’ salary, and provide more chances of promotion.
    3. Limit school size under 40 classes.

    B. The suggestions to public senior high school principals:

    1. Strengthen school administrative leadership to raise teachers’ job satisfaction.
    2. Equipped well with the capabilities of handling organizational conflict, and administrative communication.
    3. Place stress on the effects of teachers’ personal background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction.
    4. Place stress on the effects of school background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction.

    C. The suggestions to the research in the future:

    1. The research subjects: expand the research subjects to raise the value of the study.
    2. The research methods: Besides the quantitative methods, qualitative methods such as the visiting survey, case study, may be used to get holistic research results.
    3. The research contents: Explore other variables, and establish new research frames.
    Reference: 一、中文部份
    王月汝 (2002)。國民小學校長溝通行為與學校公共關係之研究。屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    王春展 (1994)。國民小學組織溝通之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    王家通主譯 (1983)。教育行政學—理論、研究與實際。高雄: 復文。
    申章政 (1999)。國小校長管理溝通類型、衝突管理風格與學校效能之關係研究。國立臺北教育大學國民教育研究所碩士論文，未出版，台北市。
    江嘉杰 (1998 )。國民小學校長領導行為與教師衝突反應方式關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中市。
    吳秉恩 (1991)。組織行為學。台北 : 華泰。
    吳清山 (1991)。學校行政。台北 : 心理出版社。
    吳清基 (1992)。教育與行政。台北 : 師大書苑。
    辛武男 ( 2003)。國民小學校長行政溝通、衝突管理策略與學校效能關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    李春蘭 (2002)。桃、竹、苗地區國民小學職員溝通滿意與工作滿意之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北市。
    林新發 (1983)。五專校長領導方式與教師工作滿意關係之研究。國立師範大學教育研究所碩士論文，未出版，台北市。
    林新發、謝文全、張德銳、張明輝 (1995)。教育行政學。台北：國立空中大學。
    林坤豐 (1981)。國民中小學校長權利運用方式與教師工作滿足感之關係的比較研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    林振春 (1993)。衝突管理理論及其在團體中的運用。社會教育學刊，22，73-106。
    林榮欽 (1983)。管理心理學。台北 : 五南。
    林瑞錫 (2001)。國民小學校長角色壓力與工作滿意關係之研究—以桃竹苗四縣市為例。國立新竹師範學院學校行政碩士班碩士論文，未出版，新竹市。
    林靜茹 (1993)。國民中小學校長人際衝突管理及其相關因素之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    林逸青 (2003)。國中校長權力運作策略、衝突管理策略與學校效能之關係: 微觀政治分析。國立臺北教育大學國民教育研究所博士論文，未出版，台北市。
    胡峻豪 (1997)。國民小學校長之衝突管理策略及其成效。國立臺北教育大學國民教育研究所碩士論文，未出版，台北市。
    俞成業 (1983)。組織中員工溝通滿意度之個案實證研究。交通大學管理科學研究所碩士論文，未出版，新竹縣。
    俞依秀 (1991)。我國國立大學圖書館員對組織溝通滿意度之調查研究。台北: 漢美。
    馬榮助 (2004)。高雄市國民中學校長行政溝通行為與校長領導效能關係之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    柯進雄 (1994)。衝突理論與學校領導。台聯出版社。
    范珍輝 (1980)。社會衝突與民主自由。憲政思潮季刊，49，69-72。
    秦夢群 (1996)。教育行政理論與應用。台北 : 五南。
    秦夢群 ( 2003)。教育行政-理論部分 (第三版)。台北 : 五南。
    徐士堯 (1999)。主管領導風格對新舊人類工作族群的工作滿足暨組織承諾的影響。私立大同工學院事業管理研究所碩士論文，未出版，台北市。
    許川濠 (1998)。台北市國民小學組織溝通行為與教師工作滿意關係之研究。國立花蓮師範學院國民教育研究所碩士論文，未出版。花蓮縣。
    許士軍 (1977)。工作滿足、個人特徵與組織氣候—文獻探討及實證研究。國立政治大學學報，35—56。
    郭文景 (1985)。國中教師參與決定與工作滿足程度關係之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    梁茂森 (1993)。組織中衝突之探析。教育文粹，22，129-144。
    梁瑞安 (1990)。國小教師組織溝通、角色壓力與組織承諾關係之研究。高雄師範大學教育研究所碩士論文，未出版，高雄市。
    張忠祺 (1998)。國小教師工作價值觀與工作滿意及其相關因素之研究。國立台東師範學院國民教育研究所碩士論文。未出版，台東縣。
    張春興 (1992)。教育心理學。台北 : 華泰。
    張金鑑 (1985)。管理心理學。台北 : 五南。
    張鐸嚴 (1985)。國民小學教師與行政人員間衝突管理研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
    萬新知 (1998)。國民小學校長行政溝通行為、組織溝通氣氛與校長領導效能之關係研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南市。
    曾燦燈 (1978)。國中校長領導型式與教師服務精神之關係。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
    黃永森 (2003)。特殊教育學校校長溝通行為與學校效能之研究。國立彰化師範大學特殊教育學系在職進修班碩士論文，未出版，彰化縣。
    黃連祥 (2000)。「組織即文化｣隱喻及其在學校行政溝通的應用。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
    黃昆輝 (1993)。教育行政學。台北 : 東華。
    黃金茂 (2005)。國小校長溝通行為與學校組織氣氛及教師工作滿意度關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    黃英凡 (2004)。激勵保健因素對高屏原住民地區國小教師專業承諾影響之研究。屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    曾燦燈 (1978)。國中校長領導型式與教師服務精神之關係。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
    曾燦金 (1994)。衝突係助力乎？ 論組織衝突之正反功能及其在學校行政管理之啟示。教育資料文摘，34(3)，150-158。
    舒緒緯 (1990)。國民小學教師溝通滿意度與工作滿意度關係之研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
    游淑惠 (2003)。國小校長魅力領導與教師組織承諾及工作滿意度之研究。屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    鄭全利 (2003)。屏東縣國民小學資深教師工作壓力知覺、工作滿意度與退休態度之相關研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    鄭進丁 (1990)。國民小學校長運用權力策略、行政溝通行為與學校組織氣氛之關係。國立政治大學教育研究所博士論文，未出版，台北市。
    潘安堂 (2002)。國民小學教師授能與工作滿意度關係之研究。國立暨南大學教育研究所碩士論文，未出版，南投縣。
    劉春榮 (1992)。國民小學組織結構、組織承諾、與學校效能關係之研究。國立政治大學教育學系博士論文，未出版，台北市。
    蔡金田 (1996)。國民小學組織溝通與組織氣氛之關係-以中部地區國小為例。嘉義師範學院國民教育研究所碩士論文，未出版。嘉義市。
    蔡姿娟 (1999)。淺談人際衝突管理及其在教育上的應用。教育實習輔導季刊，3(4)，17-22。
    蔡培村 (1985)。國民中小學校長的領導特質、權力基礎、學校組織結構及組織氣候與教師工作滿足之比較研究。國立政治大學教育研究所博士論文，未出版，台北市。
    謝文全 (1987)。教育行政—理論與實踐。台北 : 文景。
    謝文全 ( 1998)。中美兩國校長領導型態與教師工作滿意度關係之比較。台南師院校友博士論文摘要集，88-91。
    謝文豪 (1987)。國民中學組織結構與組織溝通之關係。台灣師範大學教育研究所碩士論文，未出版，台北市。
    謝金青 (1992)。國民小學行政兼職教師角色衝突與工作滿意程度之研究。政治大學教育研究所碩士論文，未出版，台北市。
    顏火龍 (1981)。台北市國民小學校長與教師意見溝通之調查研究。政治大學教育研究所碩士論文，未出版，台北市。
    瞿立鶴 (1992)。教育行政。台北 : 國立編譯館。
    蘇月琴 (2004)。高中職學校行政人員溝通行為、角色衝突與工作意度關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東縣。
    二、英文部分
    Adams, D.C.(1989). Perceptions of conflict management styles, and commitment in middle level schools. Unpublished doctoral dissertation. University of Pennsylvania.
    Alderfer C. P. (1969). An emperical test of a new theory of human needs. Organizational Behavior and Human Performance (May 1969), 142-175.
    Alexander III, E.R. (1979). The education of cognitive conflict : Effects of various type of communication. The Journal of Conflict Resolution, 23(1), 120-138.
    Anderson, K. E. (1971). Persuasion Theory and Practice. Boston: Allyn and Bacon.
    Ashworth, M. A. (1989). A Study of the conflict management styles of principals and superintendents in the public schools of Ohio. Unpublished doctoral dissertation. Bowling Green State University.
    Ball, S J. (1987). The micro-politics of the school: Towards a theory of school organization. London: Methuen.
    Bandura, A. (1977). Toward a Unifying Theory of Behavioral Change. Psychology Review (84),1977, 191-215.
    Barott, J. E. III (1992). A case study of the micropolitics of a higher educational sub-unit. Unpublished doctoral dissertation. University of California, Santa Barbara.
    Berlo, D. K. (1960). The process of communication. N.Y.: Holt, Rinehart and Winston.
    Binmore, K. (1992). Fun and games: A test on game theory. Lexington, Ma: Heath and Company.
    Blake, R. R., & Mouton, F. S. (1964). The managerial grid. Houston,TX: Gulf Publishing.
    Blasé, J. (1991). The politics of life in school: Power, conflict, and cooperation. Newbury Park, CA: Sage.
    Blasé, J. (1993). The micropolitics of effective school-based leadership: Teachers’ perspectives. Educational Administration Quarterly, 29(2),142-163.
    Blasé, J., & Anderson, G. L. (1995). The micropolitics of educational leadership: From control to empowerment. New York: Cassell.
    Bogler, R. (2005). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 6621-683.
    Bond, J. A. (1995). Lateral staff conflict in elementary schools: Why and how teachers fight. Unpublished doctoral dissertation. Arizona State University.
    Braybrook, D. (1998). Philosophy of social science. In Routledge Encyclopedia of Philosophy. (p. 165).
    Brown, L. D. (1983). Managing conflict at organizational interface. Reading, MA: Addison-Wesley.
    Brown, S. W. (1987). Perceived Administrator Communication Behaviors by Selected Teachers in Bankok, Thailand. Dissertation Abstract Ondisc, AAC8812428.
    Burns, T. (1961). Micropolitics: Mechanism of institutional change. Administration Science Quarterly, 6, 257-281
    Canary, D. J. , & Cody, M. J. (1994). Interpersonal communication: A goals-based approach. St. Martin Press, Inc..
    Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the differences and applications for practice. Educational Administration Quarterly, 34(3), 354-379.
    Chambers, F. D. (1998). The emergence of power in interpersonal bargaining. Unpublished doctoral dissertation. Howard University.
    Chan, M. (1981). Intergroup conflict and conflict management in the R&D division of four aerospace companies. Unpublished doctoral dissertation. University of California, Los Angeles.
    Chang, H. L. (2004). The relationship of leadership style to education reform as indicated by teachers’ job satisfaction (China). Unpublished doctoral dissertation. University of Montana.
    Collins, J. A. (1996). The influence of moral orientation on conflict-resolution style preferences at work and at home. Unpublished master’s thesis, Western Washington University, Bellingham.
    Cox, K. B. ( 1997). Antecedents and effects of intragroup conflict in the nurse unit. Unpublished doctoral dissertation. Virginia Commonwealth University.
    Cranny, C. J., Smith, P. C., & Stone, E.F. (1992). Job satisfaction : how people feek about their jobs and how it affect their performance. MA: Lexington Books.
    Crossman, A., & Harris, P. (2006). Job satisfaction of secondary teachers. Educational Management Administration & Leadership.30(1), 29-45.
    Cusick, P. A. (1983). The egalitarian ideal and the American high school: Studies of three schools. London: Longman.
    Davis, K. (1977). Human behavior at work. New York:McGraw-Hill.
    Deetz, S. (1982). Critical interpretive research in organizational communication. Western Journal of Speech Communication, 46,131-149.
    Dena, Z. M. (1995). A comparison of conflict management styles of Hispanic and Anglo administrators in elementary and secondary schools. Unpublished doctoral dissertation. University of La Verne.
    Deutsch, M. (1973). The resolution of conflict: Constructive and destructive powers. New Haven, CT: Yale University Press.
    deValentio, Jessica. (2005). The effect of teachers’ traits on job satisfaction. Unpublished doctoral dissertation. University of Houston.
    Dodson, C. K. (2005). The relationship between school effectiveness and teachers’ job satisfaction in North Mississippi. Unpublished doctoral dissertation. The University of Mississippi.
    Downs, C. W. , & Hazen M. D. (1977). A factor analytic study of communication satisfaction. Journal of business communication, 14(3)64.
    Duane, M. J. (1989). Sex differences in styles of conflict management. Psychological Reports, 65(3), 1033-1034.
    Follett, M. P. (1940). Constructive conflict. In H. C. <etdalf & L. Urwick (Eds.), Dynamic administration: The collected papers of Mary Parker Follett (pp.30-49). New York: Harper.
    Frazer, M.J. (1986). The Relationship between Principal and Teacher Perceptions of Communication. Doctoral dissertation, Ondisc, AAC8802632.
    Ferrandino,V. L. (1984). Perceived Communication Behavior and Administrative Effectiveness among Secondary School Principals in Connecticut.
    Unpublished doctoral dissertation. University of Bridgeport.
    Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
    Getzels, J.W. (1968). Education administrations as a social process. New York: Harper & Row.
    Gmelch, W. H., & Carroll, J. B. (1991). The three Rs of conflict management for department chairs and faculty. Innovative Higher Education, 16(2), 107-122.
    Grab, R. (1996). Managing tensions in educational organizations: Trying for a win-win approach. Education Psychology, 76, 569-582
    .
    Grachek-White, L. K. (1998). An examination of the relationships between value conflict, quality of worklife, job satisfaction and job retention among county human service workers in the State of Ohio. Unpublished doctoral dissertation. University of Tennessee.
    Gray, J. L., & Starke, F. A. (1984). Organizational Behavior: Concepts and Applications. Columbus, Ohio: Charles E. Merrill.
    Habermas, J. (1984). The theory of communicative action: Reason and the rationalization of society (T. McCarty, Trans.). Boston: Beacon Press.
    Henkin, Allen B., & Dee, Jay R. (2000). Conflict management strategies of principals in site-based managed schools. Journal of Educational Administration. 38(2), 142-158.
    Herzberg, F. (1959). The Motivation to work. New York : John Wiley & Sons.
    Hocker, J. L., & Wilmot, W. W. (1992). Interpersonal conflict (3rd ed.). Dubuque, LA: Wm.C. Brown.
    Hodgetts, R.M. (1982). Management: theory, process and practice. CBS College Publishing.
    Hoover, D. R. (1990). Relationships among perceptions of principals’ conflict management behavior, levels of conflict, and organizational climate in high schools. Unpublished doctoral dissertation. Pennsylvania State University.
    Hoppock, R. (1935). Job satisfaction. New York : Harper.
    Houtte, M. V. (2006). Tracking and teacher satisfaction: Role of study culture and trust. The Journal of Education Research. 99(4), 247-256.
    Hoy, W. K., & Miskel, C.G. (1978). Education administration : Theory, reaearch, and practice. New York: Random House.
    Hughes, L. W., & Robertson, T. A. (1980). Principals and the management of conflict. Planning and Changing, 11(1), 3-16.
    Jaco, C. G.. (1981). The relationship of the principal’s communication behavior to the teaher’s perceived job satisfaction. Unpublished dissertation, University of Missouri-Columbia.
    Jang, M. S. (1987). Principal’s Leadership and Communication, and Teacher Job Satisfaction in Korea. Dissertation Abstracts International 48/12 : 3020.
    Johnson, S. J. (1997). Recreating organizations to maximize diversity: A critical feminist Approach. Unpublished doctoral dissertation. University of Minnesota.
    Kilmann, T. H., & Thomas, K. W. (1975). Interpersonal conflict-handling behavior as reflections of Jungian personality dimensions. Psychological Reports, 37, 971-980.
    Kilmann, T. H., & Thomas, K. W. (1977). Developing a forced-choice measure of conflict-handling behavior: The “mode” instrument. Educational and Psychological Measurement, 37, 309-325.
    Knowles, B. H. (1984). The Relationship Between Principal Communication Behavior and School Effectiveness. Dissertation Ondisc, AAC9500847.
    Knutson, T. J., Hwang, J. C., & Deng, B. C. (2000). Perception and management of conflict: A comparison of Taiwanese and U.S. business employees. Intercultural Communication Studies, 9, 1-31.
    Koch, S. A. (1984). The political negotiated order of computer implementation planning. Unpublished doctoral dissertation. University of Texas at Austin.
    Koehler, J. W. (1981). Organizational communication-behavioral perspectives (2nd ed.). N.Y. : Holt, Rinehart&Winston.
    Kremer-Hayon, L., & Goldstein, Z. (1990). The inner world of Israli secondary teachers: Work centrality, job satisfaction, and stress. Comparitive Education, 26(2-3), 285-298.
    Kuhn, T. (2000). Do conflict management styles affect group decision making? Evidence from a longitudinal field study. Human Communication Research, 26, 558-590.
    Ladebo, O.J. (2005). Effects of work-related attitudes on the intention to leave the profession. Educational Management Administration & Leadership. 33(3), 355.
    Lamude, K. G., & Scudder, J. (1992). Conflict strategies of Type-A managers. Psychological Report, 71, 611-617.
    Lee, H. B. (2001). The effects of principals’ humor on teachers’ job satisfaction. Unpublished dissertation, University of Nevada, Reno.
    Lee,G. A. (2005). Factors predicting teacher satisfaction and retention in the Hampton City School teacher induction program. Unpublished doctoral dissertation. Old Dominion University.
    Lee, Y.Y. (2005). Teachers’ perceptions of principals’ transformational leadership and teachers’ job satisfaction and school commitment. Unpublished doctoral dissertation. Fordham Univversity.
    Likert, R., & Likert, J. G. (1976). New ways of managing conflict. New York: McGraw-Hill.
    Lin, T. Y. (2003). An examination of the influence of private kindergarten director leadership styles on teacher job satisfaction and retention in Kaohsiung City, Taiwan. Unpublished doctoral dissertation. Spalding University.
    Locke, E. A. (1976). The nature and causes of job satisfaction. Handbook of Industrial and Organizational Psychology, 53,1297-1349.
    Lundy, J. L. (1986). Lead, foolow, or get out of the way. San Diego: Pfeiffer.
    Lovat, T. L., & Smith, D. L. (1995). Curriculum: Action on reflection revisited (3rd ed.) Wentworth falls: /social Science Press.
    Lusch, R F. (1976). Channel conflict: Its impact on retailer operating performance. Journal of Retailing, 52(2),3-12,89-90.
    Maria, Garcia-Wukovits, F (2004). Factors in job satisfaction of high school mathematics teachers in Bexar County (Texas). Unpublished dissertation, University of the Incarnate Word.
    McCormick, E.J., & Tiffin, J. (1974). Industrial psychology. Englewood Cliffs, NJ: Prentice-Hall.
    McDaniel, A. K. (1992). A comparison of elementary and secondary schools with respect to levels of conflict, conflict resolution behavior, teacher commitment, and organizational climate. Unpublished doctoral dissertation. Pennsylvania State University.
    McFarland, C. (1992). Counselors teaching peaceful conflict resolution. Journal of Counseling and Development, 71(1), 18-21.
    Mertler, C. A. (2002). Job satisfaction and perception of motivation among middle and high school teachers. American Secondary Education. 31(1), 43-54.
    Merton, R. K. (1957). Social theory and social structure (2nd ed). Glencoe, IL: Free Press.
    Mesler, M. A. (1985). Negotiated order and the clinical pharmacist. Unpublished doctoral dissertation. University of Connecticut.
    Michaelis, R. B. (1997). Competing values in an elementary school: A qualitative study of organizational conflict and change. Unpublished doctoral dissertation. Washington State University.
    Morris, Y. A. (1996). Teachers’ perceptions of the conflict management climate and procedures in South Carolina schools. Unpublished doctoral dissertation. South Carolina State University.
    Mills, J., Robey, K., & Smith, L, (1985). Conflict-handling and personality dimensions of project-management personnel. Psychological Reports,57,1135-1143.
    Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
    Nicotera, A. M. (1994). The use of multiple approaches to conflict: A study of sequences. Human Communication Research, 20, 592-621.
    Nicotera, A. M., Rodriguez, A. J., Hall, M., & Jackson II R. L. (1995). A history of the study of communication and conflict. In A. M. Nicotera. Conflict and organizations: communicative processes (pp. 17-41). New York: State university of New York Press.
    Oliver, P. (1996) The management of educational change: A case-study approach. Brookfield, VM: arena.
    Onaiwu, M. E. (1986). Critical analysis of communication and job satisfaction in elementary schools in an urban district. Unpublished doctoral dissertation,
    TX : Southern University.
    Owens, R. (1995). Organizational behavior in education. Englewood Cliffs, NJ: Prentice-Hill.
    Pacanowsky, M. (1983). Organizational communication as cultural performance. Communication Monographs 50,127-147.
    Patrick, B. L. (1995). Perceptions of teachers’ micropolitical behavior during change: A case study. Unpublished doctoral dissertation. Miami University.
    Patterson, J., Purkey, S., & Parker, J. (1986). Productive school systems for a non-rational world. Alexandria, VA: Association for Supervision and Curriculum Development.
    Patton, B., Griffin, K., & Patton, E. N. (1989). Decision making: group Interaction (3rd ed.). New York: Harper and Row.
    Pearson, M. ,& Monoky, J. F. (1976). The role of conflict and cooperation in channel performance. In K. L. Bernhardt (Ed.). Marketing: 1776-1976 and beyond (pp. 240-244). Chicago: American Marketing Association.
    Pearsonm L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Eudcational Research Quarterly. 29(1), 37-54.
    Pitney, J. A. (1991). Productive conflict: Exploring the significance of the concept in the academic workplace. Unpublished doctoral dissertation. University of Michigan.
    Phillips, E., & Cheston, R. (1979). Conflict resolution: What works? California Management Review, 21(4), 76-83
    Pondy, L. (1967). Organizational conflict: Concepts and models. Administrative Science Quarterly, 12, 296-320.
    Porter, L.W. (1968). Managerial attitudes and performance. Home-Wood, CA: Richart Dorsey Irwin.
    Putnam,L.L. , & Poole, M.S. (1987). Handbook of Organizational Communication: An Interdisciplinary Perspective. Newbury Park, CA: Sage. 549-599.
    Rahim, M. A. (1983). A measure of styles of handling interpersonal conflict. Academy of Management Journal, 26, 368-376.
    Rahim, M. A. (1986). Managing conflict in organizations. New York, NY: Praeger.
    Rahim, M. A. (1992). Managing conflict in organizations (2nd ed.). Wesport, CT: Praeger.
    Rahim, M. A., & Bonoma, T. V. (1979). Managing organizational conflict: A model for diagnosis and interaction. Psychological Reports, 44, 1323-1344.
    Rahim, M. A., Garrett, J. E., & Buntzman, G. F. (1992). Ethics of managing interpersonal conflict in organizations. Journal of Business Ethics, 11,423-432.
    Renwick, P. A. (1977). The effects of sex differences on the perception and management of superior-subordinate conflict: An exploratory study. Organizational Behavior and Human Performance, 19, 403-415.
    Robbins, S. P. (1993). Organizational behavior . Englewood Cliffs, NJ: Prentice Hall.
    Robbins, S. P. (2000). Organizational behavior (9th ed.). Englewood Cliffs, NJ: Prentice Hall.
    Roberts, W. L. (1997). An Investigation of the relationship between principal’s self-efficacy beliefs and their methods of managing conflict with teachers. Unpublished doctoral dissertation. Auburn University.
    Saal,F. E., & Knight, P. A. (1988). Industrial/organizational psychology: Science & Practice. CA : Brooks/Cole.
    Sargent, T., & Hannum, E. (2005). Keeping Teachers Happy: Job Satisfaction among Primary School Teachers in Rural Northwest China. Comparative Education Review. 49(2), 173-206.
    Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (1998). Basic organizational behavior. New York: John Wiley & Sons.
    Schmuck, R. A., & Runkel, P. J. (1972). Handbook of Organization development in Schools. CA: National Press Books.
    Scott, W. (1998). Organizations: Rational, natural, and open systems (4th ed.). Upper Saddle River, NJ: Prentice Hall.
    Scott, W., & Mitchell, T. R. (1976). Organizational theory : A structural and behavioral analysis. Home, Illinois : Richard, D. Irwin, Inc.
    Sebring, R. H. (1978). Teacher-administrator conflict: Can it be resolved? NASSP Bulletin, 2,37-41.
    Shannon, H. A., & Weaver, W. (1949). The Mathematical Theory of Communication. Urbana: University of Illinois Press.
    Simon, H. A. (1976). Administative bdhavior: A study of dicision making processes in administrative organization (3rd ed.). New York: Free Press.
    Sleiken, K. A., & Hassen, R. H. (1998). Controlling the costs of conflict: How to design a system for your organization. San Francisco, CA: Jossey-Bass.
    Smith, P. C. (1969). The measurement of satisfaction in work and retirement. Chicago : Rand McNally.
    Sorenson, P. S., & Hawkins, K. (1995). Gender, psychological type and conflict style preference. Management Communication Quarterly, 9, 115-126.
    Stockard Jean, & Lehman, M. B. 92004). Influences on the satisfaction and retantion of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly. 40(5), pg 742.
    Thomas, K. W., & Schmidt, W. (1976). A survey of managerial interests with respect to conflict. Academy of Management Journal, 19,315-318.
    Tjosvold, D. ,& Johson, D. (1978). Controversy within a cooperative ir competitive context and cognitive perspective-taking. Contemporary EducationalPsychology, 3, 376-386
    Tjosvold, D. (1991). Cooperation and conflict.t between administrators and teachers. Journal of Research and Developement in Education, 12(1), 140-148.
    Todd-Mancillas, W. R., & Rossi, A. (1985). Gender differences in the management of personnel disputes. Women’s Studies in communication, 8, 25-33.
    Valentine, J. W. (1981a). Effective Communication: Do Your Teachers Really Understand You? NASSP-Bulletin, 65(445),34-38.
    Valentine, J. W. (1981b). Audit of Administrator Communication: Instrumentation for researcher and Practitioner. Peabody Journal of Education 5(1)(October),1-10.
    Vroom, V.H. (1964). Work and motivation. New York : John Willy & Sons.
    Warren, D. J. (1969). The effects of power bases and peer group on conformity in formal organization. Administrative Science Quarterly,14, 544-556.
    Weick, K. E. (1969). The social psychology of organizing. Reading, MA : Addison-Wesley.
    Weinberg, R. S. (1986). A general model of conflict. Unpublished doctoral dissertation. University of Minnesota.
    Wernimont, P. F. (1972). A system view of job satisfaction. Journal of Applied Psychology, 56(2),173-176.
    Wexley, K. N., & Yukle, G. A. (1975). Organizational behavior and industrial psychology. New York : Oxford.
    Wheeless, L. R.(1990). A reinforcement model of the relationships of supervisors’ general communication styles and conflict management styles to task attraction. Communication Quarterly, 38(4), Fall.
    Williams, F. (1989). The new communications. (2nd ed.) Belmont, California: Wadsworth Publishing Company.
    Winette, W. K. (1989). Perceptions of school principal communication effectiveness and teacher satisfaction on the job. Unpublished thesis, San Jose State University.
    Wolf, S. R. (1995). Structurally-based conflict in organizations: A case study of a metropolitan community college. Unpublished doctoral dissertation. University of Oregon.
    Yukl, G.., Kim, H., & Falbe, C. M. (1996). Antecedents of influence outcomes. Journal of Applied Psychology, 81, 309-317.
    Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration. 42(3). P357-380.
    Description: 博士
    國立政治大學
    教育研究所
    92152507
    95
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0921525071
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File Description SizeFormat
    52507101.pdf94KbAdobe PDF21202View/Open
    52507102.pdf140KbAdobe PDF21052View/Open
    52507103.pdf19KbAdobe PDF2905View/Open
    52507104.pdf169KbAdobe PDF21723View/Open
    52507105.pdf154KbAdobe PDF21255View/Open
    52507106.pdf470KbAdobe PDF25953View/Open
    52507107.pdf802KbAdobe PDF21421View/Open
    52507108.pdf139KbAdobe PDF21194View/Open
    52507109.pdf1130KbAdobe PDF21216View/Open
    52507110.pdf65KbAdobe PDF21252View/Open
    52507111.pdf21KbAdobe PDF21135View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback