<p>U radu su prikazani rezultati istraživanja uticaja etiĉnog pona&scaron;anja lidera (EL) na pojedine individu- alne i organizacione performanse, u preduzećima u Srbiji. Konkretno, istraživanje obuhvata ispitivanje uticaja etiĉnog pona&scaron;anja lidera (EL) na zadovolj- stvo poslom (JS), organizacionu posvećenost (OCM), finansijske performanse (FP), zadovoljstvo komunikacijom CS) i organizaciono uĉenje (OL). Pored toga, ispitana su moderatorna dejstva ĉetiri moderatora: LMX4 - profesionalnog respekta prema lideru (LMX dimenzija), ITW4 poverenja u akcije menadžmenta (dimenzija meĊusobnog poverenja na poslu) pola ispitanika i godina starosti ispitanika, na odnos etiĉnog pona&scaron;anja lidera i posmatranih performansi. Podaci su dobijeni anketriranjem N = 380 srednjih menadžera iz 102 preduzeća u Srbiji. Od metoda statistiĉke obrade podataka kori&scaron;ćeni su: deskriptivna statistika, korelaciona analiza, regresi- ona analiza, i hijerarhijska regresiona analiza za ispitivanje moderatornog dejstva.<br />Osnovni zakljuĉci istraživanja uticaja etiĉnog pona- &scaron;anja lidera na zadovoljstvo poslom, organizacionu posvećenost i finansijske performanse su: 1. Dimenzije etiĉnog pona&scaron;anja lidera koje imaju najveći uticaj na posmatrane performanse su: Skala etiĉkog liderstva (EthicalLeadershipScale), kao generalna dimenzija, Podela moći, Orijentacija na ljude i po&scaron;tenje (Power sharing, People orientation and Fairness). 2. Visoko etiĉno pona&scaron;anje lidera naj- vi&scaron;e doprinosi sledećim dimenzijama zadovoljstva poslom: zadovoljstvo platom, &scaron;anse za napredovanje i dodatne privilegije. 3. Od finansijskih stavki (fina- ncial performance items), visoko etiĉno pona&scaron;anje lidera najvi&scaron;e utiĉe na produktivnost i profitabilnost. 4. Etiĉno pona&scaron;anje lidera ima snažniji pozitivan uticaj na organizacione performanse nego na finan- sijske performanse. 5. Kada su u pitanju moderatori LMX4 &ndash; profesionalni respekt prema lideru (LMX dimenzija) i ITW4 &ndash; poverenje u akcije menadž- menta (dimenzije meĊusobnog poverenja na poslu), zakljuĉak je da kod oba moderatora postoji sliĉan smer delovanja moderacije: u nepovoljnim uslovima (niska struĉnost lidera / nedostatak poverenja u<br />strategijsko delovanje lidera) etiĉno pona&scaron;anje lidera ima znatno veći uticaj na posmatrane performanse.<br />Osnovni zakljuĉci istraživanja uticaja etiĉnog pona&scaron;anja lidera na zadovoljstvo komunikacijom i organizaciono uĉenje su: 1. Etiĉno pona&scaron;anje lider- stva ima dvostruki uticaj: a) pojedinaĉni, liĉni, ljudski, koji vi&scaron;e deluje na zadovoljstvo komuni- kacijom, i b) organizacioni, sistemski, koji vi&scaron;e deluje na organizaciono uĉenje. 2. Postoji izraženo pozitivno prediktivno dejstvo dimenzija etiĉnog pona&scaron;anja liderana dimenzije zadovoljstva komunikacijom i dimenzije organizacionog uĉenja. 3. Moderatorno dejstvo pola ispitanika na posmat- rane odnose je veoma slabo. Kod žena postoji snažniji pozitivan uticaj dimenzija etiĉnog pona&scaron;anja lidera na posmatrane performanse, dok je kod mu&scaron;karaca taj uticaj pozitivan, ali slabiji. 4. Moderatorno dejstvo godina starosti ispitanika na posmatrane odnose snažno je izraženo kod pojedinih dimenzija zadovoljstva komunikacijom, dok je kod dimenzija organizacionog uĉenja veoma slabo. Kod starijih srednjih menadžera postoji snažniji pozitivan uticaj dimenzija etiĉkog pona&scaron;anja lidera na posmatrane performanse, dok je kod mlaĊih srednjih menadžera ovaj uticaj pozitivan, ali slabiji.</p> / <p>The paper presents the results of the study of the influence of the leader&#39;s ethical behavior on individual and organizational performance in enterprises in Serbia. Specifically, the study consists of the examination of the (EL) influence on job satisfaction (JS), organizational commitment (OCM), financial performance (FP), satisfaction with communication CS) and organizational learning (OL). In addition, best of theseaspects have been examined: (LMX dimension). ITW4 trust in the<br />management actions (dimension of mutual trust at work), gender and age of examiness, ethical behavior of leaders to bserved performance ratio. The data were obtained by interviewing N = 380 middle managers from 102 companies in Serbia according to methods of statistical data processing that were used: descriptive statistics, correlation analysis, regression analysis, and hierarchical regression analysis for testing moderating facts. The main conclusions of research on the effect of ethical behavior of leaders in job satisfaction, organizational commitment and financial performance are: 1. The observeddimensi- ons of ethical behavior of leaders that have the greatest influence on performance are: Skala ethical leadership (Ethical Leadership Scale), as a general dimensions, division of power, Orientation to people and to honesty (Power sharing, People orientation and Fairness). 2. The high ethical behavior of the leader contributes most to the following dimensions of job satisfaction, satisfaction with salary, chances for advancement and additional privileges. 3. As for financial performance items, the high ethical behavior of the leader has the greatest influence on productivity and profitability. 4. The ethical behavior of a leader has a stronger positive impact on organizational performance than on financial one. 5. When it comes to moderators LMX4 - professional respect for the leader (LMX dimension) and ITW4 - confidence in management actions (the dimensions of mutual trust at work), the conclusion is that both moderators have a similar direction of moderation: under unfavorable conditions (low The competence of the leader / lack of confidence in the strategic performance of the leaders) the ethical behavior of the leader has a significantly greater impact on the observed performance. The basic conclusions of the study of the influence of the leaders&#39; ethical behavior on communication satisfaction and organizational learning are: 1. Ethical leadership behavior has a twofold effect: a)individual, personal, human, which no longer improves the pleasure of communication, and b) organizational, systemic, which no longer works on organizational learning. 2. There is a strong positive predictive effect on the dimension of the<br />ethical behavior of the leader on the dimensions of communication satisfaction and the dimension of organizational learning. 3. The moderate effect of half the respondents on the observed relationships is very poor. In women, there is a stronger positive impact on the dimensions of the ethical behavior of the leader on the observed performances, while in men this effect is positive, but weaker. 4. The moderate effect of the age of the examinees on the observed relationships is strongly expressed in certain dimensions of satisfaction with communication, while in the dimensions of organizational learning it is very weak. In older middle managers there is a stronger positive impact dimensions of ethical behavior of leaders on observed performance, while in the younger middle ones, the impact is positive, but weaker.</p>

Abstract not available

The aim of this study is to explore the relationship between employees' supportive resource (workplace support and non-work support) and their work-life balance in Taiwan. The roles of work-life balance's four components (work-to-life conflict, life-to-work conflict, work-to-life facilitation, and life-to-work facilitation) in the relationship between support and employee outcomes (psychological wellbeing, turnover intention, affective- and continuance organizational commitment) were examined. Eight-hundred surveys were distributed to for-profit and non-profit sectors. After eliminating the invalid questionnaires, 658 valid questionnaires were used for further analysis. The findings of this study suggested that three kinds of support (organizational support, supervisor support, and non-work support) were positively related to employees' work-life balance. However, no significant relationship was found between the availability and usage of the work-life balance policies and employees' work-life balance. More importantly, it was found that work-life balance and four components mediate the relationship between supervisor support and all employee outcomes. The relationship between employees' awareness of the policies that organization offered and favourable employee outcomes is also mediated by work-life balance. Interestingly, the availability and usage of the policies were not found to be related to either employees' better work-life balance or favourable employee outcomes. It is thus recommended that emphasizing supervisor support might be a better option than introducing various work-life balance policies for employees to achieve a better work-life balance. Otherwise, the work-life balance policies offered have to meet employees' needs.

No description available.

本研究主要目的在探討：(1)文化中心主任的領導行為對員工的組織承諾是否具有影響力；(2)文化中心員工所受社會支持程度是否影響其組織承諾；(3)文化中心主任領導行為與員工所受社會支持程度對員工組織承諾是否具有交互作用；(4)文化中心員工的背景變項是否影響其組織承諾。 　　從文獻探討和實證調查結果，歸納結論並提出建議作為文化中心行政運作之參考。為達以上之目的，自編「文化中心主任領導行為與員工工作感受調查問卷」作為研究工具，以台灣省政府所轄之縣市中，已開放使用的十九個文化中心之員工為研究對象，隨機抽取580位員工進行問卷調查，有效樣本為445人，將蒐集問卷之資料，進行多變量變異數分析、單因子變異數分析及其他描述性統計。 　　根據實證調查結果，本研究主要發現如下： 　　一、文化中心主任不同的領導行為對員工的組織承諾其有影響力。 　　　（一）文化中心主任不同程度的關懷行為，在員工組織承諾上有顯著的差異。 　　　（二）文化中心主任不同程度的倡導行為，在員工組織承諾上有顯著的差異。 　　　（三）文化中心主任採高關懷或高倡導的領導行為，其員工的留職意願及組織認同最佳。 　　二、文化中心員工所受不同程度的社會支持，對其組織承諾具有影響力。員工所受社會支持的程度愈高，其組織承諾愈高；所受社會支持的程度愈低，則其組織承諾愈低。 　　　（一）員工受「直屬長官」不同程度的社會支持，在其組織承諾各層面上具有顯著的差異。員工受到直屬長官的社會支持程度愈高，其留職意願及組織認同愈高；員工受到直屬長官的社會支持程度愈低，則其留職意願及組織認同愈低。 　　　（二）員工受「同事」不同程度的社會支持，在其組織承諾各層面上具有顯著的差異。員工受到同事的社會支持程度愈高，其留職意願及組織認同愈高；員工受到同事的社會支持程度愈低，則其留職意願及組織認同愈低。 　　　（三）員工受「家人親友」不同程度的社會支持，對其組織承諾各層面並未達顯著差異。文化中心員工的留職意願及組織認同，均不會因其家人親友社會支持程度高低而有顯著的差異。 　　三、文化中心主任的關懷行為、倡導行為和員工所受社會支持程度對員工組織承諾各層面而言，其主要效果具有顯著性的影響，而且發現主任的倡導行為與員工所受社會支持的程度具有交互作用的影響。並進一步發現，文化中心主任對其員工採取高倡導行為時，而且員工得到高程度的社會支持，則其留職意願較高，但其組織認同仍未達顯著差異。 　　四、文化中心員工因其性別、年齡、服務年資、擔任職務、教育程度、婚姻狀況及工作部門之不同，在其組織承諾各層面只有部分具有顯著性的差異。

本研究旨在探討國民小學學校組織氣候、教師個人背景變項、學校背景變 項、教師內外控信念與教師組織承諾之關係。從相關理論分析和實證調查 的結果，獲得結論和建議以作為提升或改進國民小學教師組織承諾之參考 。研究樣本來自高屏地區公立國民小學教師，採分層隨機取樣方式，共抽 取76所國小1022位教師，所得有效樣為859人,以組織氣候描述問卷、內外 控量表和組織承諾問卷進行調查研究。根據實證調查結果與討論，本研究 結論歸納如下：一、教師在開放型的學校組織氣候中，組織承諾最高；在 投入型和離心型的學校組織氣候中，次之；而在封閉型的學校組織氣候中 ，組織承諾最低。二、內控型信念教師的組織承諾高於外控型信念教師。 三、學校組織氣候和教師的內外控信念在組織承諾上無交互作用。四、個 人背景變項與教師組織承諾的關係： (一)男性教師在組織認同方面高於 女性教師。 (二)年輕、未婚和新進教師的組織承諾較低。 (三)教師服務 年資愈長，組織承諾愈高。 (四)一般大專院校畢業背景的教師組織承諾 最低。五、小型學校和偏遠地區、鄉鎮地區的學校，教師組織認同高。六 、組織變項對教師組織承諾的影響大於個人屬性變項。七、校長的支持行 為影響教師的組織承諾最大。最後，根據研究結果與結論，對教育行政機 關、師資培育機構、學校校長、教師本身和進一步研究等五方面分別提出 具體建議。

本研究旨在探討國民小學校長競值領導行為與教師組織承諾之關係。研究採用調查研究法，以臺灣北部區域之公立國民小學教師為對象，總共發出1043份問卷，問卷回收率為85.91%，有效問卷回收率則為81.30%。正式問卷回收之後，分別以百分等級、t考驗、單因子變異數分析、卡方考驗、皮爾森積差相關分析、迴歸分析等統計方式對回收資料進行分析。 本研究獲得以下十項結論： 一、國民小學校長競值領導行為較著重「競爭行為」層面，且以「均衡領導型」比例最高。 二、國民小學教師組織承諾以「努力意願」層面表現最佳。 三、男校長在校長競值領導行為之合作行為層面有較佳表現，年輕校長在校長競值領導行為各層面有較佳表現。 四、小型規模、偏遠地區的校長在校長競值領導行為各層面均有較佳表現。 五、年齡大的校長在均衡領導型的比例較低且在平庸領導型的比例較高。 六、小型規模、偏遠地區的校長在均衡領導型的比例較高且在平庸領導型的比例較低。 七、年齡大、資深及教師兼主任的教師組織承諾較高，小型規模及偏遠地區學校的教師組織承諾亦較高。 八、校長競值領導行為以「均衡領導型」在教師組織承諾的表現最佳，「不均衡領導型」次之，「平庸領導型」最不理想。 九、校長領導競值行為與教師組織承諾具有正向關連，校長競值領導行為表現愈好，則教師組織承諾愈高。 十、國小校長採行競值領導行為有助於教師組織承諾之提升，其中僅「合作行為」與「競爭行為」兩個領導行為層面具有顯著預測力，競值領導理論之「均衡觀點」宜適度修正。 根據研究結論提出下列建議： 一、對教育行政機關之建議 （一）校長職前與在職訓練，宜融入競值領導相關課程。 （二）適度控制學校經濟規模，以利於教師組織承諾之維持。 二、對國小校長之建議 （一）校長應加強領導行為之複雜性，以增進領導效能。 （二）校長要不斷吸取新知與積極進修，以強化專業智能與教育熱忱。 （三）校長宜多關懷年輕、資淺及未兼行政職務之教師，以協助其生涯發展。 （四）校長須展現兼容並蓄的領導作風，同時採取競爭行為與合作行為，以提升教師組織承諾。 三、對未來研究之建議 （一）研究對象可擴大至國中、高中等不同層級學校，乃至私立學校。 （二）研究變項可加入其他可能影響教師組織承諾的變項。 （三）研究方法可酌加使用質化方式之訪談，並在橫斷性研究的基礎上，兼採縱貫性研究，蒐集相關資料。 （四）競值領導理論架構需要國內更多實證研究去驗證其在本國教育環境的適用性與可行性。 / The purpose of the study was to investigate the relationship between principals’ competing values leadership behavior and teachers’ organizational commitment in elementary schools. The reasearch method this study adopted is survey reasearch. Data were collected from 1043 teachers of elementary schools in northern parts of Taiwan. The response rates were 85.91%; the usable rates were 81.30%. The collected data were analyzed by using the statistical methods of percentile rank, t-test, one-way ANOVA, χ2 test, Pearson product-moment correlation and regression analysis. The conclusions of this study are: 1.Among all of the dimensions of principals’ competing values leadership behavior, “Compete” is the dominant in the elementary schools. And “Balanced Style” ranks the highest. 2.Among all of the dimensions of teachers’ organizational commitment, “Effort Intention” is the dominant in the elementary schools. 3.Male principals have better performances in “Collaborate”. Young principals have better performances among all of the dimensions of principals’ competing values leadership behavior. 4.Principals in small-sized schools and in remote area schools have better performances among all of the dimensions of principals’ competing values leadership behavior. 5.Among competing values leadership behavior of elder principals, “Balanced Style” ranks lower and “Mediocre Style”ranks higher. 6.Among competing values leadership behavior of principals in small-sized schools and in remote area schools, “Balanced Style” ranks higer and “Mediocre Style”ranks lower. 7.Elder, senior teachers and directors in schools have higher organizational commitment; teachers in small-sized schools and in remote area schools also have higher organizational commitment. 8.Underneath principals’ competing values leadership behavior , Teachers have the best organizational commitment toward “Balanced Style”, the next-best organizational commitment toward “Unbalanced Style” and the worst organizational commitment toward “Mediocre Style”. 9.There is a positive relationship between principals’ competing values leadership behavior and teachers’ organizational commitment. Principals with better leadership performances tend to enhance teachers’ organizational commitment. 10.Principals ’ competing values leadership behavior promote teachers’ organizational commitment. Among all of the dimensions of principals’ competing values leadership behavior, “Collaborate” and “Compete” have significant predictabilty, “Balanced Perspective” could be modified. Based on the findings, the study offers suggestions for the education authorities, the principals of elementary schools, and the future researchers, hoping to shed light on the development of elementary school education in the future.

本研究主要目的在分析國小校長分布式領導、教師效能感與教師組織承諾之間的關係。採用問卷調查法，以臺北市地區之公立國小教師為研究對象，有效樣本為445份。問卷調查結果採用描述性統計、t考驗、變異數分析、皮爾森積差相關、逐步多元迴歸及結構方程模式等統計方式加以分析。 本研究得到下列結論： 一、目前臺北市國小教師對校長分布式領導的知覺情況屬中上程度。 二、目前臺北市國小教師對教師效能感的知覺情況屬中上程度。 三、目前臺北市國小教師對教師組織承諾的知覺情況屬中上程度。 四、教師因背景變項中「現任職務」的不同，在知覺校長分布式領導、教師效能感與教師組織承諾上有差異。 五、國小校長分布式領導、教師效能感與教師組織承諾兩兩之間具有正向的關聯。 六、國小校長分布式領導、教師效能感的分層構面，對教師組織承諾有正向的預測作用。 七、校長分布式領導可透過教師效能感，增強對教師組織承諾的正向預測力。 最後，根據研究結果提出建議，以供教育行政機關、學校及後續研究之參考。 / The intent of this study was to explore the relationship among principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment in elementary schools. The questionnaire investigation method was employed, and there were 445 valid questionnaires collected from public elementary schools in Taipei City. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, stepwise multiple regression analysis and Structural Equation Modeling. The results were as follows: 1. The perceptions from the elementary school teachers about principal’s distributed leadership were quite well. 2. The perceptions from the elementary school teachers about teacher efficacy were quite well. 3. The perceptions from the elementary school teachers about teachers’ organizational commitment were quite well. 4. Incumbent duty had significant influences the perceptions of teachers about on principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment. 5. There were significant correlations between principal’s distributed leadership and teacher efficacy as well as between teachers’ organizational commitment. 6. The sub-level of the distributed leadership and teacher efficacy could apparently predict the teachers’ organizational commitment. 7. Teacher efficacy had mediate effect on distributed leadership and influence positively teachers’ organizational commitment. According to the above conclusion, the research proposed relevant suggestions to be referenced by education administrative organizations, elementary schools , and future research.

本研究旨在瞭解高雄市國中教師工作壓力、工作投入與組織承諾關係之現況，並分析教師背景變項在工作壓力、工作投入、組織承諾的差異情形，最後探討工作壓力、工作投入、組織承諾三者之關係。 本研究以問卷調查法，以探討所欲研究之問題。問卷調查法以自編「高雄市國中教師工作壓力、工作投入與組織承諾關係調查問卷」（內含基本資料、教師工作壓力量表、教師工作投入量表、教師組織承諾量表）為工具。以高雄市之公立國民中學教師為研究對象，分層抽取44所學校，共發出問卷683份，回收626份，有效問卷602份，有效回收率為88.1%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。 其研究結論如下： 一、高雄市國中教師工作壓力之現況，呈現中低程度；工作投入與組織承諾之現況，整體表現良好。 二、在教師背景變項中，教師不同性別、教學年資、擔任職務、學校規模、任教地區對工作壓力的感受，並無顯著不同；教師年齡在30歲（含）以下於「學生行為」的壓力知覺上為最高。 三、在教師背景變項中，教師不同任教地區對工作投入的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長、學校規模12班（含）以下的教師在工投入程度較佳。 四、在教師背景變項中，教師不同學校規模、任教地區對組織承諾的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長的教師在組織承諾的表現較佳。 五、高雄市國中教師整體工作壓力及各層面對整體工作投入、組織承諾及各層面均具有顯著負相關；整體工作投入及各層面對整體組織承諾及各層面均具有顯著正相關。 六、高雄市國中教師工作壓力、工作投入等各層面對整體組織承諾之預測情形，以「工作認同」具有正向的預測力、「人際關係」具有負向的預測力。 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、學校單位、教師本身以及未來研究的參考。 / The purpose of this study was to examine the relationships of job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City. By comparing the differences of demographic variables on job stress, job involvement, and organizational commitment, the relationships among them were discovered. Questionnaire survey was conducted, and the “Questionnaires of relationships among job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City” were used. A total of 44 junior high schools were stratified sampled. 626 of 683 questionnaires were returned with an 88.1% efficient rate. Descriptive statistics, T-test, ANOVA, Pearson product-moment correlation coefficient, multiple stepwise regression were used to analyze data. The conclusions were as follows: 1. The junior high school teachers in Kaohsiung City showed high degree of job involvement and organizational commitment and a low-medium degree of job stress. 2. There were significant differences in job stress in terms of demographic variables such age. Teachers who were under 30 years old had the highest perceptions of job stress. 3. There were significant difference in job involvement in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position, and school scales(under 12 classes). 4. There were significant difference in organizational commitment in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position. 5. There were significant positive correlations between job involvement and organizational commitment; there were significant negative correlations between job stress and job involvement, organizational commitment. 6. The organizational commitment of teachers in Kaohsiung City could be predicted significantly (positive) by job identification and personal correlations (negative). The study is finalized at purpose practical suggestions based on the findings and conclusions to educational administration authorities, junior high schools, teachers, for further study and reference.

<p>This thesis compares work orientations in six Western countries (the USA, Great Britain, New Zealand, Germany, Norway, and Sweden), using data from the 1997 International Social Survey Program (ISSP). The main issue examined is whether different ‘production regimes’ correspond to levels and patterns of employment and organizational commitment among the working population.</p><p>It is concluded that the country levels of employment commitment varies depending on the institutional set-ups, with respect to production and welfare regimes, being highest in the Scandinavian countries and lowest in Great Britain and the USA. Organizational commitment varies in a more complex manner, with the strongest commitment being found in the USA and the lowest in Sweden. In all countries, the most important factor determining the level of an individual’s organizational commitment is whether the person finds his or her job interesting. This effect is independent of job satisfaction. Organizational commitment was also found to be positively and strongly correlated with right-wing political values in five of the six countries. When it comes to employment commitment, it was found that women display, often significantly, higher commitment than do men. The results suggest that the most important motivator for employment commitment is the desire for interesting work. The concluding discussion summarises and presents the main findings in schematic figures, and includes interpretative discussions focusing on future research.</p>