| Summary: | 碩士 === 國立政治大學 === 教育行政與政策研究所 === 106 === The purpose of this study is to learn the relationships among school climate, organizational commitment and teachers’ retention in rural areas of northern Taiwan, and analyze the difference in school climate, organizational commitment and teachers’ retention under different variables, and explore the linear relationships of school climate, organizational commitment and teachers’ retention.
This study conducted a questionnaire survey on 720 teachers from 90 schools in rural areas of northern Taiwan, and retrieved 510 valid questionnaires, with a usable rate of 70.83%. The data were analyzed by using descriptive statistics, independent t-test, one-way ANOVA and structural equation model (SEM). The conclusions of this study are as follows:
1.The level of teachers’ perception in school climate in rural areas of northern Taiwan is medium-high. The perception of "teacher’s commitment behavior" is the best, and the perception of "master’s limit behavior" is low.
2.The level of teachers’ organizational commitment in rural areas of northern Taiwan is medium-high, with “emotional commitments” being the best and “continuous commitments” being low.
3.The level of teachers’ retention in rural areas of northern Taiwan is close to medium-low, with “voluntary retention” being the best and “involuntary retention” being low.
4.Teachers in rural areas of northern Taiwan with different gender, age, highest educational qualification, years of teaching, years of teaching in current school, jobs, and school type and district taught have significant influences to the perception of school climate.
5.Teachers in rural areas of northern Taiwan with different gender, age, native place, years of teaching, years of teaching in current school, jobs, and school type, district, and size taught have significant influences to their organizational commitment.
6.Teachers in rural areas of northern Taiwan with different age, native place, highest educational qualification, years of teaching, years of teaching in current school, and school type, district, and size taught have significant influences to their retention.
7.The positive effect of school climate in rural areas of northern Taiwan on teachers’ retention could be moderated by teachers’ organizational commitment.
Finally, suggestions are proposed based on the study conclusions, in order to serve as reference for education administration authorities, school principals and teachers in rural areas and future research.
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