| Summary: | 碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所學校行政碩士學位班 === 97 === Abstract
This study is aimed to realize the work value of teachers with part-time administration duty and status of organizational commitment. It further explores variables relating to personal background of teachers with part-time administration duty and variables of academic surroundings in terms of the differences of work value and commitment. At the last part, verification of predictability has been conducted.
The research method is based on questionnaire survey. The objects of survey and analysis are teachers with part-time administration duty at Taoyuan county public schools. The research structure has been formed according to relevant literature and data gathered, and then questionnaires have been made regarding the work value of teachers with administrative duty in elementary schools and the relationship of organizational commitment. The research objects for questionnaires are 495 teachers with part-time administration duty at 62 Taoyuan county public and private schools. The data gathered are analyzed and handled by t test, single factor variables, Pearson product -moment correlation, stepwise multiple regression analysis, and other statistic methods.
Conclusion of the research drawn is as follows:
1. The work value of teachers with part-time administration duty in an elementary school is at upper middle level. Among them, the job-purpose value on peace and harmony shows the highest, and outer reward shows comparably low; job means-end value on responsibility and discipline shows the highest, and stability and obedience shows comparably low.
2. The organizational commitment of teachers with part-time administration duty in an elementary school is at upper middle level. Among them, metal commitment in organizational identify shows the optimum; exchangeability commitment in calculating involvement shows over at a middle level.
3. There is remarkably difference of work value among teachers with part-time administration duty in elementary schools in terms of diverse academic backgrounds, extra duties, school types, and school location.
4. There is remarkably difference of integral organizational commitment among teachers with part-time administration duty in elementary schools in terms of sex, academic backgrounds, extra duties, service years, extra administration years, and school sizes.
5. There is favorably correlated between work value and organizational commitment. The higher work value is, the higher the organizational commitment.
6. The work value and organizational commitment of teachers with part-time administration duty in an elementary school is at middle level in terms of predictability. Among them, inner reward on predictability shows the highest, more likely to influence organizational commitment.
In conclusion, a concrete proposal is given according to the findings of the research in hopes that it may offer as a useful reference to educational and administrative institutions, schools, teachers with administrative duty and future researchers.
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