A STUDY ON THE RELATIONSHIP BETWEEN WORK VALUES AND JOB INVOLVEMENT OF DIFFERENT GENERATIONS OF JUNIOR HIGH SCHOOL TEACHERS IN TAIWAN

• Main Authors: TU, MING-CHU, 凃明珠
• Other Authors: LIN, SHIH-LING
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/79927934495288819927

碩士 === 輔仁大學 === 教育領導與發展研究所 === 95 === The main purpose of this study was to understand the current status of teachers’ work values and the job involvement and generations classification “- grade class,” in Taiwan. Also, the generations difference of the teachers’ work ethic, job involvement and exploration of the teachers work ethic and job involvement will be discussed. 1, The target group was Taipei City, Taipei Country, Taoyuan Country, Keelung Country’s qualified teachers. The research method was based on a questionnaire survey. To avoid the bias of the seventh grade samples. This group had been taken purposive sampling method. 1,068 questionnaires were issued, 200 valid questionnaires grade which accounted 22.4%; 244 grade five generations, accounted for 27.3%; Six generations 298, which accounted for 33.3%; 2007-152 people for generations 17.0%. 894 valid questionnaires were valid responsed, the rate was 83.7%. After the statistical analysis, this had the achievement: The current status of junior teacher work values and job involvement (1) Junior high school teachers thought the important work ethic was “interpersonal relationships”, “stability”, “self-realization and growth”, “respected”, “altruism”, “material reward”. “Material reward” level, is between important and unimportant; Different genders, marital relations junior high teachers had significantly different values; State teachers work ethic was no significant difference between urban and rural areas. (2) According to the rank of job involvement of junior high school teachers, “identy”, “responsibility”, “preparations”, “focus on work. ” Which “identity”, “responsibility”, level, was high involvement; “preparation”, “focus” level, were considered moderately low degree of involvement. Junior high school needed to work harder in “work preparation” and “work concentration”. Different grader, marital relations had been to significant difference in the job involvement. Also job involvement had no significant difference between urban and rural areas. Teachers worked developed education classes or education programs had better “work agreement “than teacher system. 2, The generations of junior high school teachers had significants of work values and job involvement. (1) Different generations of teachers had significantly differences in “altruism” value, “interpersonal” value, “material reward” value. However, the “stability” value, “self-growth and realization of “value”, and the “respectable” value were not effected. 1. The “altruism” value in the 4th generations teachers were better than the 6th and 7th generation. 2. 7th-generational had the most attention of “interaction”. 3. Both 7th and 6th, generations were more concern on “material reward” level than 4th one. (2) Different generations of teachers had significantly differences in “job involvement”. 1. The 4th generation was highest level in job involvement. 6th generation was the least. 2. The 4th generation level was devoted more in “job involvement”. 3. The 4th generation had the hightest level in “recognize” the highest level. The 6th generation had the lowest level in “indentity”. 4. Younger generations had less work preparation. 5. 4th generation of teachers had the highest in “focus”. 6. 4th generation of teachers had better “responsibility” than 5th and 6th generations. 3, The work ethic “stability” and “growth and self-realization”, “altruism”, “respectable”, “interaction” with the level of involvement of junior high school teachers were positively correlated. 4, The work values could be predicted the job involvement of junior high school teachers. Teachers who paid more attention to the “altruism”, interaction”, “self-growth and respectable” would have higher level of job involvement. On the other hand, teachers who paid more attention to the “material reward” would have lower level of job involvement.