论文标题:高校教师组织承诺的研究
Research on Organizational Commition of University Teachers
论文作者 卢光莉
论文导师 蒋艳菊；赵国祥,论文学位 硕士,论文专业 应用心理学
论文单位 河南大学,点击次数 86,论文页数 77页File Size642k
2005-05-01论文网 http://www.lw23.com/lunwen_1002441802/ 高校教师; 组织承诺; 工作绩效
University Teachers ;Organizational Commitments; Job Performance
高校教师组织承诺是连接教师与学校的心理纽带,与教师的工作态度、工作表现和去留倾向关系密切。它不仅影响学校组织的效益与效能,而且与整个高等教育事业息息相关。本研究通过访谈、文献分析、问卷调查等方法收集资料,采用探索性因素分析、验证性因素分析、相关分析及回归分析对数据进行处理,初步探讨了高校教师组织承诺的内部结构、人口变量对组织承诺的影响以及高校教师组织承诺与工作绩效的关系,并根据研究的结果对管理机构提出了种种相关建议,以期提高教师的承诺水平、增强学校的管理效能。 本研究的初步结论是: 第一,高校教师组织承诺结构模型的维度主要包括:理想承诺、经济承诺、规范承诺、机会承诺和感情承诺。高校教师的理想承诺与经济承诺水平相对较高,在规范承诺、机会承诺和感情承诺三方面的承诺水平相对稍低,总体上高校教师组织承诺处于中等水平。 第二,人口统计学变量对高校教师组织承诺具有一定的影响:(1)男教师在机会承诺上显著高于女教师,但在总体承诺显著低于女教师。(2)在总体承诺情况上,已婚教师显著高于未婚教师;在机会承诺上,未婚教师显著高于已婚教师。(3)31-40 岁之间的教师机会承诺显著低于 30 岁以下和 50 岁以上的教师。(4)学历为硕士的教师在理想承诺与机会承诺上显著高于本科教师。(5)2 年以下和10 年以上教龄的教师在感情承诺上显著高于 3-5 年教龄者。而 10 年以上教龄者,其总体承诺明显高于 3-10 年教龄者。(6)理科教师在规范承诺及总体上显著高于艺术教师。 第三,高校教师的组织承诺总分与其工作绩效各维度及总分都存在显著性相关,组织承诺各维度对工作绩效总体及其维度具有一定的预测性。
Organizational commitments of university teachers are the psychological link between teacher and university. It related not only to efficacy and benefit of university, but to whole higher education. The purpose of research is to investigate the internal structure of university teacher"s organizational commitment, the distinction of different teachers as well as the relation between their organizational commitment and job performance. For these purpose, the relevant date are collected by open questionnaires, researches into some relevant references, some standard research method, such as exploratory analysis, factor analysis, regression analysis and correlation analysis are employed. In the end of the article, some suggestion are put forward to enhance the level of university teacher"s organizational commitment and the job performance of the section related with teachers. The conclusions drawn by this research are as follows: First, university teachers" organizational commitments are composed of 5 factors: ideal commitment, economical commitment, normative commitment, opportunity commitment and affective commitment. The whole level of organizational commitment of university teachers is medium, but it is higher in ideal commitment and economical commitment, lower in normative commitment, opportunity commitment and affective commitment. Second , the variable in population statistics can affect organizational commitments :(1)the level of commitment of women is higher than that of men’s in whole level of commitment, but lower than that of men’s in opportunity commitment. (2)the level of commitment of the married is higher than that of the single in whole level of commitment, but lower in opportunity commitment(3)the level of opportunity commitment of teachers whose age are range with 31—40 is comparatively lower than that of teachers whose age lower 30 and over 50.(4)the level of ideal commitment and opportunity commitment of Master are higher than that of undergraduate teachers.(5)the level of affective commitment of teachers whose teaching age are range with 3—5 is comparatively lower than that of teachers whose teaching age are lower 2 and over 10; the whole level of commitment of teachers whose teaching age are over 10 is comparatively higher than that of teachers whose teaching age are range with 3—10.(6)the level of normative commitment and whole level of teachers who teach science are higher than that of those who teach art. Third, organizational commitments of university teachers is related to the grade of job performance and its factors, organizational commitment factors can predict the degree of job performance.
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