The relationship between school culture and teachers'''''''' organizational commitment and job satisfaction.

• Main Authors: Pei-Yu Chang, 章珮瑜
• Other Authors: 郭建志
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/88084000155577070539

碩士 === 國立台北師範學院 === 國民教育研究所 === 88 === This study was designed to investigate the current status of the school culture of elementary schools and teachers’ commitment and job satisfaction while at the same time exploring the links and differences in between. According to the findings of this study, the researcher offers some suggestions for improving the further research and management of elementary schools. The research method employed in this study is the survey method with a questionnaire. The questionnaire is entitled “School Cultural Value Questionnaire” and “Teachers’ Commitment and Job Satisfaction Questionnaire”. These have excellent reliability and validity. The questionnaire survey is based on convenience sampling. The research scope encompasses 50 public elementary schools scattered in the 4 counties and cities of the Taiwan area. A total of 1146 teachers were selected randomly. And the data was analyzed by using the mothod of descriptive and inferential statistics, including Factor Analysis, Cronbach’s α, Person Product-moment Correlation, Cluster Analysis, General Linear Model. The main findings of this study are as follows: (1) At present, the school culture, the teachers''''''''organizational commitment and job satisfaction in elementary schoolare above average level. (2) The strength of school culture influence teachers'''''''' organizational commitment and job satisfaction. (3) The consistency of school culture had weak relationship with teachers’ organizational commitment and job satisfaction. (4) The type of school culture had significant effect on teachers’ organizational commitment and job satisfaction. (5) School demographic characteristics including area, average tenure of the teachers, and the total tenure of the principal, had significant effect on school culture.