A Study on the Relationships among Education Reform Stress, Organizational Conflict, Power Use and Organizational Commitment in the Junior High Schools.

• Main Authors: Lin Yueh-sheng, 林月盛
• Other Authors: 蔡培村
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/02837789237586508400

博士 === 國立高雄師範大學 === 教育學系 === 91 === Abstract The purposes of the study are to investigate the relationships among education reform stress, organizational conflict, power use and organizational commitment in the junior high schools. The study use three kind of research methods one is literature review, another is survey method, and the other is personal interview. The survey instrument is called 「education reform and administration operation survey in junior high school」. There are 592 usable responses with 62.45% acceptable samples received from the survey of the target teachers of junior high schools in Taiwan, R.O.C.. The hypotheses were tested using t-test, MANOVA, two-way ANOVA, stepwise multiple regression, and path analysis. As to personal interview, 7 persons received interview with semi-structured interview tables. In order to collect the data correctly, the tape recorder is necessary. The conclusions of this research are: The junior high school teachers recognize medial levels education reform stress, organizational conflict, and power use, while the organizational commitment is slightly higher. The affect paths, that the education reform stress indirect affect teachers’ organizational commitment significantly, while organizational conflict and power use direct affect it, are really existed. Some personal backgrounds, for example, gender, position, do not affect education reform stress significantly, the same as to organizational conflict, while some other backgrounds do. The ‘work hard commitment’ of junior high school teachers’ was not affected significantly by the factors of their gender, age, service period, position, and service area. The male teachers, elder teachers, head teachers, who have longer service period, have higher level commitment of ‘stay in school’ and ‘identity school goal’. Because ‘examination leading instruction’ is still seriously, the innovatory instructions are seldom executed. Junior high school teachers hope the tempo of education reform should be slower because they still unable of doing ‘domain instruction’ and ‘information put in instruction’ familiarly. In addition, this research intends to offer suggestions respectively to the educational administration authority, school administration operation, normal institute, teachers and the future study.