Job Satisfaction and Organizational Commitment of Full-Time Administration Managers at Taipei City Elementary Schools

• Main Authors: CHEN PIN YU, 陳品瑜
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/59484137615693923437

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === This study aims to understand the current level of job satisfaction and organizational commitment of full-time administration managers at elementary schools in Taipei City, and the correlations between them. It also investigates whether the administration managers show different levels of job satisfaction and respond differently to organizational commitment when the background variables are different. The research object consists of 389 incumbent full-time administration managers at Taipei City elementary schools and adopts the methods of questionnaire survey and interview. It is concluded with analyzed results of the survey and information obtained from interviews with suggestions on how to improve job satisfaction and organizational commitment for future reference. The proposed study framework draws on related literature and uses the self-made “Questionnaire Survey on Job Satisfaction and Organizational Commitment of Full-Time Administration Managers at Taipei City Elementary Schools” as a research tool. A total of 345 questionnaires were returned with a response rate of 88%. Among them, 333 were valid with a usability rate of 96%. The valid questionnaires were analyzed and processed using the SPSS10.0 statistical software for frequency distribution, percentage, mean, standard deviation, T-test, single factor variation analysis, and product-moment correlation analysis, and comparison of the interview data and analysis results of twelve interviewees were conducted. The following conclusions were produced: 1. As a whole, full-time administration chiefs have a medium level of job satisfaction. The level of satisfaction in the “interpersonal relations” category is the highest, while that in “promotion and assessment” is the lowest. 2. In terms of the overall organizational commitment, full-time administration managers are most responsive in the category of “willingness to work hard” and are least responsive in the category of “inclination to continue the current job.” 3. Among personal background variables of the full-time administration managers, significant difference in the level of satisfaction only appears in school scale and school history. No significant difference appears in the category of sex, age, marriage status, children, education level, job description, or administrative seniority. Among the categories where differences are significant, the result in 25-48 classes are higher than that in 49-72 classes. Moreover, those who work at schools with a history of 16-30 years and fewer than 15 years are more satisfied than those who work at schools of over 46 years of history. 4. Among personal background variables of the full-time administration managers, significant difference in organizational commitment only appears in age and marriage status. No significant difference appears in the category of sex, children, education level, job description, administration seniority, school scale, and school history. Among the categories where differences are significant, full-time administration managers who are 41-50 years old and 51 years old or over are more committed than those who are 31-40 years old and 30 years old or below, and married persons are more committed than unmarried ones. 5. There appears to be positive association between the “job satisfaction” and “organizational commitment” of full-time administration chiefs. The suggestions below are proposed based on the above research conclusions: 1. Suggestions to the competent authorities that govern educational administration A. Following the example of junior high schools, supplement and staff more administration managers to the designated number and increase the number of full-time staff members in elementary schools. B. Clear away the full-time administration managers’ doubts of being unfairly treated and satisfy their needs for growth in the areas of expertise. a. Establish a fair and reasonable promotion and assessment system. b. Diversify the provision of on-job learning and training and set up a related incentive mechanism. C. Establish independent professional consultation networks for the sections of general maintenance, cashier, and document management respectively while continuing to arrange new courses in related professional fields to update their professional competency. 2. Suggestions to school administration executives A. Take on board various suggestions from the staff and establish a staff rotation system. B. Respect administration professionalism and implement a reasonable and fair welfare system. C. Flexibly coordinate manpower, adjust the responsibility stratification table, and take the initiative to solve problems. 3. Suggestions to full-time administration managers at elementary schools A. Embrace the concept of life-long learning and actively absorb work-related professional competency as well as general legal knowledge. B. Develop emotional management skills and make timely physical and psychological adjustments. C. Draw on communication skills to establish good interpersonal relations. D. Take the initiative to participate in various school activities to demonstrate the support personnel’ s functions and secure the importance and status of full-time administration personnel at school.