社會工作領域中訓練發展程序公平、專業承諾與積極出勤之研究－調節焦點的中介型干擾角色

The Study of Training and Development Procedural Justice, Professional Commitment and Presenteeism in Social Work Field: Regulatory Focus as a Mediated Moderator

本研究旨在探討訓練發展程序公平、專業承諾、積極出勤以及調節焦點的關係。本研究以社會工作者為研究母群，採取立意取樣方式進行。共發放問卷667份，實際回收有效問卷415份，回收率為62.2%。回收之有效問卷，採用描述性統計與階層迴歸等統計方法進行資料分析。根據實證分析結果，獲致主要結果如下：一、訓練發展程序公平分別與積極出勤、專業承諾存有正向關係。二、專業承諾對訓練發展程序公平與積極出勤具有部分中介效果。三、調節焦點分別對訓練發展程序公平與積極出勤、專業承諾具有干擾效果。四、調節焦點與訓練發展程序公平之交互作用會透過專業承諾而影響積極出勤。最後，本研究依研究結果針對實務界提出具體的管理意涵，並提供後續研究者未來研究的參考方向。

Extant literature indicates presenteeism harms the organization but few studies investigate the individuals' underlying motives toward presenteeism, especially for those professional workers who face a wide range of difficulties and challenges in their daily work (e.g., social workers). Improving their professional ability through a fair training and development program becomes a critical issue. Present study examines the role of professional commitment in the relationship between training and development procedural justice and presenteeism and tests whether this relationship is further moderated by different regulatory focus (mediated moderation). Present study assessed the relationships among training and development procedural justice, professional commitment, presenteeism and regulator focus. A total 667 social workers were sampled and resulted in 415 valid surveys with a valid return rate of 62.2%. Results of hierarchical multiple regressions revealed: 1. training and development procedural justice was positive related to presenteeism and professional commitment; 2. professional commitment partial mediated the relationship between training and development procedural justice and presenteeism; 3. regulatory focus moderated the relationships between training and development procedural justice and presenteeism and between training and development procedural justice and professional commitment; 4. the effect of interaction of training and development procedural justice and regulatory focus on presenteeism was mediated by professional commitment. Implication for practice and further research are discussed.