| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 97 === This study was to investigate the relationship between principals’ motivation strategies and teachers’ organizational commitment. A questionnaire survey method was used in this study by the self-designed instrument in title of “The Questionnaire of Principals’ Motivation Strategies and Teachers’ Organizational Commitment at the Public Elementary Schools in Taipei County.” Base on stratified ratio sampling, this study surveyed 784 teachers at 51 public elementary schools in Taipei County. There were 664 valid data with 84.69% of responding rate. The data were analyzed by descriptive statistics, independent sample t-Test, ANOVA, Pearson correlation analysis and multiple stepwise regressions analysis.
The results showed that the elementary school teachers’ awareness of principals’ motivation strategies in Taipei County rated intermediate level, and that of teachers’ organizational commitment rated superior level. Besides, there were significant differences in the awareness of principals’ motivation strategies regarding background variables, including teachers’ gender, marriage status, positions, seniority, school size, principals’ gender, and principals’ seniority in a certain school. In addition, there were also significant differences in the awareness of teachers’ organizational commitment regarding background variables, including teachers’ marriage status, age, seniority, positions, school size, principals’ gender, age and principals’ seniority in a certain school. Furthermore, principals’ motivation strategies were significantly positive correlated with teachers’ organizational commitment. A well-designed school rewarding system had the highest predictive power for teachers’ organizational commitment.
Based on the findings, the Bureau of Education is suggested to set up a reasonable rewarding system and to strengthen principals’ leadership competence as well as to give them flexible discretion in order to increase teachers’ identification with the school through reasonable system changes. As for school leaders, the various rewarding measures should be used to enhance teachers’ willingness and motivation for the purpose of increasing their involvement and devotion to school affairs. As to teachers, they should learn to change their mental model, participate in school affairs actively, and keep seeking for self-professional growth.
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