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公務人員使用網路與組織學習對組織承諾影響之研究 / Research on the impact of public servants using internet and organizational learning on the organizational commitment吳靜瑜 Unknown Date (has links)
本研究旨在瞭解行政院所屬中央機關公務人員使用網路、組織學習與組織承諾之關係,以及使用網路與組織學習對組織承諾的影響,並探討個人屬性在使用網路、組織學習與組織承諾之認知的差異性,期能提供目前行政院組織變革與發展的參考。
本研究結果發現使用網路包含依賴程度與使用程度二個衡量構面;組織學習包含學習意願與學習氣候二個衡量構面;組織承諾會包含價值承諾、努力意願、留職傾向三個衡量構面,以上各構面會因個人屬性的差異而有不同的看法,且各衡量構面具有正相關,適合進行多元迴歸分析,經迴歸分析結果,使用網路與組織學習對組織承諾具有正向預測力或解釋力,此表示使用網路與組織學習對提升組織承諾具有正面效果。本研究亦建議可以從電子化政府、組織學習及數位學習等方面來發展最適合的組織發展策略。
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組織人力精簡策略對員工工作滿足及組織承諾關係之研究 / A study on the relationship between employee satisfaction and organizational commitment on organizational streamlining of human resources policies柳夜沙, Liu, Yeh Sha Unknown Date (has links)
以往銀行業相對於其他產業來說,是大家所認為的金飯碗。但由於金融海嘯後景氣衰退,企業支出居高不下,管理階層為了降低龐大的人事成本,實際作法就是透過裁員,或是壓縮勞動條件,例如:無薪休假與減薪。雖然組織人力精簡計畫經常被視為降低營運成本和增進組織績效的策略,然而,過去研究卻指出組織精簡方案的實施,常無法達到原先所預期的目標,而又對留任人員造成相當大的衝擊。尤其是當員工認知到企業在施行精簡的過程中有不公平或處理不當的現象發生時,員工的士氣和對上司的信任感會下降,並影響到其工作績效,最後使得企業的整體競爭力受到波及。故本研究以經歷過組織精簡的企業員工為對象,調查員工在整個組織精簡計畫上的認知,對其工作滿足和組織承諾所造成的影響。本研究採用問卷調查法,將回收之問卷資料進行統計分析,其研究假設驗證結果如下:
1. 不同基本資料的員工在工作滿足和組織承諾上有顯著差異。
2. 不同的組織人力精簡策略對員工工作滿足有負向影響。
3. 不同的組織人力精簡策略對組織承諾有負向的影響。
4. 員工工作滿足對組織承諾有正向的影響。
5. 工作滿足在組織人力精簡與組織承諾之關係間具有中介效果。
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北北基地區國民小學校長正向領導和教師組織承諾關係之研究 / The study of the relationship between the principals' positive leadership and teachers' organizational commitment in elementary school in Taipei City, New Taipei City, and Keelung張碧容, Chang, Pi Jung Unknown Date (has links)
本研究旨在瞭解北北基地區國民小學教師知覺校長正向領導與教師組織承諾的現況,並分析教師人口變項、學校環境變項在校長正向領導以及教師組織承諾的差異情形,最後探討校長正向領導與教師組織承諾之關係。
本研究以問卷調查法為主,所稱「國民小學」校長,僅包括公立(含
國立與縣市立)國民小學,不含私立小學。問卷調查法以自編「北北基地區國民小學校長正向領導與教師組織承諾關係之調查問卷」(內含基本資料、校長正向領導量表與教師組織承諾量表)為工具,對北北基地區國民小學進行問卷調查。問卷以國小教師為調查對象,計調查 78 所學校,發出問卷836 份,回收 764 份,有效問卷 744 份,回收有效率89.00%。調查所得資料分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法實施資料分析,據以進行研究結果的分析與討論。
研究主要發現如下:
一、 目前北北基地區國小校長在整體正向領導與教師在整體組織承諾方面表現均屬中上程度。
二、在教師人口變項中,不同性別、服務年資與現任職務之教師知覺校長正向領導具有顯著差異。其中以男性教師、服務年資較深以及兼任主任教師知覺校長正向領導程度較高。
三、在教師人口變項中,不同性別、年齡、服務年資與現任職務之教師知覺教師組織承諾具有顯著差異。其中以男性教師、年齡較長、服務年資較深以及兼任主任教師知覺教師組織承諾程度較高。
四、在教師人口變項中,不同年齡、學歷之教師知覺校長正向領導沒有顯著差異。不同學歷之教師知覺教師組織承諾沒有顯著差異。
五、在學校環境變項中,不同學校規模及學校位置之教師知覺校長正向領導具有顯著差異存在。其中以學校班級數12班(含)以下學校規模較小及學校位置位居偏遠地區之學校教師知覺校長正向領導程度較高。
六、在學校環境變項中,不同學校歷史之教師知覺校長正向領導沒有顯著差異。不同學校歷史、學校規模及不同學校位置之教師知覺教師組織承諾沒有顯著差異。
七、校長正向領導不論整體或是各層面都與教師組織承諾整體或各層面具有顯著正相關。
八、整體而言,校長正向領導對於教師組織承諾具有預測力。
最後依據研究結果與結論,提出具體建議,以作為教育行政機關、學校校長、教師以及未來研究之參考。 / This study aims to probe into elementary school teachers’ perceived principals’ positive leadership and teachers’ organizational commitment in Taipei City, New Taipei City, and Keelung , and analyze the difference of teachers’ demographic variables and schools’ environment variables on principals’ positive leadership and teachers’ organizational commitment. Finally, this study explores the relationship between principals’ positive leadership and teachers’ organizational commitment.
This study conducted questionnaire surveys on public elementary schools only (national and municipal and schools of counties), while excluding private school. The research tool was self-designed “Questionnaire on relationship between principals’ positive leadership and teachers’ organizational commitment in elementary schools in Taipei City, New Taipei City, and Keelung ”, which covers basic information, scale of principals’ positive leadership and scale of teachers’ organizational commitment. The surveys were conducted in 78 schools, and a total of 836 questionnaires were distributed to elementary school teachers. Among the 764 retrieved samples, there were 744 valid samples, with a valid return rate of 89.00%. Data analyses included descriptive statistics, t test, One-Way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The research findings are as follows:
1. Currently, in Taipei City, New Taipei City, and Keelung , elementary school principals’ overall positive leadership and teachers’overall organizational commitment are medium to high.
2. As to teachers’ demographic variables, perception of teachers of different genders, working years and current posts on principals’ positive leadership are significantly different. Male teachers, teachers with longer working years, and teachers as directors highly perceive principals’ positive leadership.
3. As to teachers’ demographic variables, perception of teachers of different genders, ages, working years and current posts on teachers’ organizational commitment are significantly different. Male teachers, older teachers, teachers with longer working years and teachers as directors highly perceive teachers’ organizational commitment.
4. As to teachers’ demographic variables, perception of teachers of different ages and educational levels on principals’ positive leadership are not significantly different. Perception of teachers of different educational levels on teachers’ organizational commitment is not significantly different.
5. As to schools’ environment variables, perception of teachers of different school scales and locations on principals’ positive leadership is significantly different. Teachers from schools with less than (including) 12 classes and remote locations highly perceive principals’ positive leadership.
6. As to schools’ environment variables, perception of teachers of different schools backgrounds on principals’ positive leadership is not significantly different. Perception of teachers with different school backgrounds, school scales and locations on teachers’ organizational commitment is insignificantly different.
7. Overall principals’ positive leadership or the related dimensions are significantly and positively related to overall teachers’ organizational commitment or the dimensions.
8. Generally speaking, principals’ positive leadership can predict teachers’ organizational commitment.
According to research findings and conclusions, this study proposes the suggestions as references for educational authority, school principals, teachers and future researchers.
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