A Study on the Relationships between Teachers Academic Optimism and Teacher Organizational Commitment in Junior High Schools of Taoyuan City

• Main Authors: Hsieh, Yu-Ju., 謝毓儒
• Other Authors: Yen, Kuo-Liang.
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/w2hef3

碩士 === 國立清華大學 === 教育行政碩士在職專班 === 106 === The research aims at understanding and implementing the relationships between teacher academic optimism and teacher organizational commitment in junior high schools of Taoyuan City. Using the self-designed questionnaire as a research tool, the objects of the study are the junior high school teachers of Taoyuan City. A total of 500 questionnaires were sent out and 433 were returned. The return rate of 410 valid samples is 86.6%. After the questionnaires were collected, statistical methods such as descriptive statistics, t-tests and one-way ANOVA were used to analyze. By analyzing the results of the survey and interpretation of the statistical analysis, the following conclusions can be drawn: 1.Teachers’ perceptions of teacher academic optimism is above average in junior high schools in Taoyuan City. The highest degree of recognition is that“sense of trust”. The lowest degree of recognition is that“academic emphasis”. 2.Teachers’ perceptions of teacher organizational commitment is above average in junior high schools in Taoyuan City. The highest degree of recognition is that“the willingness to make efforts”. The lowest degree of recognition is that“organization identification”. 3.Teachers in a small-sized school (equal to or less than 24 classes) and larger-sized school (equal to or more than 49 classes) are more perceptive to teacher academic optimism. 4.There are significant differences in the junior high school teachers’ perception of teacher organizational commitment in terms of gender, age, position, scale of school. 5.The prediction of the relationships between teacher academic optimism and teacher organizational commitment is positive correlation and have remarkable prediction. Finally, based on the above research conclusions, the recommendations are provided as references and applications for educational administrations, secondary school administrations and future researchers.