A Study on Relationship between Job Satisfaction and Organizational Commitment of Elementary School PE Teachers in New Taipei City

• Main Authors: Chen,Mao-Chia, 陳茂洽
• Other Authors: Lin, Kuo-Jui
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/72115149403026626638

碩士 === 臺北市立教育大學 === 體育學系體育碩士學位在職進修專班 === 99 === The purpose of this research was to understand the current status from the job satisfaction and organizational commitment of physical education teachers in elementary schools in New Taipei City. Differences between the different background variables for physical education teacher job satisfaction and organizational commitment were also compared as result; in addition, this research also explored the relationship between job satisfaction and organizational commitment for these teachers as well. Survey, the required information for this research in order to adopt the query survey and collection, comprised of: 1. Personal basic information; 2. Job satisfaction scale; 3. Organizational commitment scale. Research subjects were physical education teachers in the elementary schools in New Taipei City. There were a total of 900 query survey sheets disseminated and 702 sheets of them were effectively returned with 78% in returned ratio. Information acquired underwent further statistical processing and analyzing through methods like mean, standard deviation, frequency distribution, independent sample t-test, one-way ANOVA, one-way ANOVA with repeated measures, LSD post hoc comparison and Pearson product-moment correlation, etc. Based upon the findings, the following are the summarizations: 1. Average scoring for the overall job satisfaction for physical education teachers at elementary schools in New Taipei City was 3.68 and rated as upper intermediate. The average scorings for factors within job satisfaction were ranked as follow: The highest being peer relation, the job itself, compensation and benefits, administrative leadership and work environment respectively. 2. For factors among job satisfaction, only “peer relation” exhibited significant difference as opposed to the other four factors and could be viewed as in the first class; “job itself” as the second;“compensation and benefits” as the third; “administrative leadership” as the fourth; “work environment” was the lowest and rated as the fifth. 3. Average scoring for overall teacher organizational commitment was 3.88 and rated as upper intermediate. The rankings, from high to low, for the average scorings in organizational commitment factors were effort commitment, intention to stay and organizational identification. 4. Among all factors in the teacher organizational commitment, “effort commitment” differed significantly from the other two and rated as the first class, followed by “intention to stay” as the second and “organizational identification” was the lowest and rated as the third class. 5. Background variables like gender, age group, marital status, whether graduated from physical education related departments or not, years of service, served under different job assignment, whether concurrently served as coach for sports varsity team, etc, reached the level of significant differences as opposed to job satisfaction and organizational commitment. Whereas, there was no significance observed for highest level of education as opposed to job satisfaction and organizational commitment. 6. There was significant positively correlation observed between job satisfaction and organizational commitment.