臺中市國民小學兼任行政教師工作壓力與組織承諾相關之研究   全文下載

A Study on the Relationship between Teachers with Administrative Duties and Organizational Commitment of Elementary Schools in Taichung City

本研究旨在瞭解臺中市國民小學兼任行政教師工作壓力與組織承諾相關之情形，並探討不同背景變項教師在兼任行政教師工作壓力與組織承諾相關之差異情形及其之間的關係。本研究採用問卷調查法，以102學年度臺中市公立國民小學教師為研究對象，研究工具為自編之臺中市國民小學兼任行政教師工作壓力與組織承諾相關之調查問卷，採分層隨機抽樣，共發出550份問卷，正式施測回收有效問卷506份，問卷有效回收率為92%。所得資料分別採用描述性統計，獨立樣本t考驗，單因子變異數分析，皮爾遜積差相關與多元逐步迴歸分析等統計方法進行分析與考驗。研究結論如下：一、國小兼任行政教師工作壓力，其中以「上級要求」最顯著。二、國小教師組織承諾表現良好，其中以「努力意願」表現最佳。三、不同性別、教育程度、職務、學校規模的國小教師面對兼任行政工作的工作壓力部分構面有顯著差異。四、不同性別、職務、學校規模的國小教師之組織承諾部分構面有顯著差異。五、國小教師兼任行政工作壓力與組織承諾具有顯著相關。六、國小教師兼任行政工作壓力對組織承諾具有預測力。

This study is aimed to gain an insight into the correlation between work-related stress and organizational commitment of part-time administrative teachers from elementary schools in Taichung City and explore the differences and relationships among different background variables in terms of the correlation between work-related stress and organizational commitment of part-time administrative teachers. The questionnaire survey method was adopted in this study, with elementary school teachers from Taichung City in 2013 as the research participants. The research tool was a self-compiled questionnaire on “A Study on the Correlation between Work-related Stress and Organizational Commitment of Part-time Administrative teachers from Elementary Schools in Taichung City”. Stratified random sampling was adopted. Of the 550 questionnaire copies distributed, 506 valid copies were recovered after formal tests, accounting for a valid questionnaire recovery rate of 92%. The data obtained underwent analysis and tests using statistical methods such as statistical analysis, independent sample-t test, one-way ANOVA, Pearson’s correlation, and stepwise multiple regression analysis. The conclusions drawn are as follows: 1. From the work-related stress of part-time administrative teachers in elementary schools, “orders from supervisors” produced the greatest significance. 2. The elementary school teachers achieved good performance in organizational commitment, specifically “willingness to work hard” that achieved the best performance. 3. The elementary school teachers with different gender, education level, posts, and school size produced significant differences when faced with work-related stress from different dimensions of part-time administrative work. 4. The elementary school teachers with different gender, posts, and school size produced significant differences in terms of organizational commitment. 5. The elementary school teachers’ part-time administrative work related-stress and organizational commitment showed a significant correlation. 6. The elementary school teachers’ engagement in part-time administrative work had predictive power on organizational commitment.