A Study of Money Attitude and Organizational Commitment—Focusing on Elementary Schools in the Sea-Line Area of Taichung County

• Main Authors: CHI CHING-YU, 紀靜育
• Other Authors: 徐子光
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/50670949252020308445

碩士 === 中華大學 === 經營管理研究所 === 95 === Abstract People are born to pursuit different value in their lives. Different people’s value in judging things is different by the amount of money. In our society, elementary school teachers are considered to be a group of people that have stable and high income. A school’s organization structure is comparably simple and blocked. Under this simple and blocked organization, what is elementary school teachers’ money attitude? In accordance with my research results, the topic of teacher’s “money attitude” has never been developed. This finding resulted in my interest in studying elementary teachers’“money attitude”. This study applied Money Attitude Scale (MAS) and Organizational Commitment Question (Porter et al.，OCQ) as the tools for measuring money attitude and organizational commitment of elementary school teachers, respectively. The research applies Stratified Random Sampling methodology and send out investigation questionnaires to Taichung County coastal elementary school teachers. The research findings indicate that most elementary school teachers’ money attitude is conservative and with cautions. They pay attention to their financial plans and consider money as the symbol of “Power-Prestige”. They trust themselves on how they use money and will not become anxious for any money problems. Some elementary school teachers are skeptical and have more anxiety with their money attitude. These teachers are mostly male, single, young, substitute, or low income teachers. Among these teachers, teachers who are under the age of 25, substitute teachers or teachers whose income are lower then thirty-five thousands are even more skeptical with their money attitude. The research findings showed that elementary school teachers highly identify with the schools they serve in and are willing to be devoted to their schools, making them better and better. They are inclined to stay in the same school and will not seek transfer easily. Teachers who are married, having more years of service, taking an administrative position or having a higher monthly income have demonstrated a higher level of organizational commitment. Among the independent variables that affect organizational identification in the regression model, retention time and distrust have positive effects on organizational identification, while anxiety has negative effects on organizational identification. Among the independent variables that affect organizational involvement in the regression model, age has positive effects on organizational involvement, while power-prestige has negative effects on organizational involvement. Besides, power-prestige also has negative effects on their intention to remain on the job.