| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 97 === This study intended to understand the relationship between the resistance to organizational changes and work attitudes of military instructors in colleges and universities. The research data were collected by self-designed questionnaires in title of “The Relationship between Resistance to Organizational Changes and Work Attitudes of Military Instructors in Colleges and Universities.” The stratified-random sampling method was applied in selecting research subjects from all military instructors in colleges and universities. In total, 44 schools were chosen in which there were 385 questionnaires received with 355 of them effective. The effective responding rate was 92.2%. The following statistical methods were adopted to analyze the data, such as descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, the multiple stepwise regression analysis, etc.
The results of the study indicated that the level of military instructors’ resistance to organizational changes and work attitudes in colleges and universities was above average. Respectively, the resistant reaction of the emotional anxiety and work attitudes of job involvement had highest scores. Among all background factors, the differences in age, job position, military rank, school attribute and category had significant influences on military instructors’ resistance to organizational changes and work attitudes. Gender factor only showed significant differences on resistance to the organizational changes. Moreover, there was a significantly negative correlation between the resistance to organizational change and work attitudes. The work attitudes of military instructors could be best predicted by the actual and verbal resistant behaviors. However, the relationship of the prediction was negatively correlated.
According to the findings, it is reasonable to suggest that Ministry of Education should establish a clear time table of change and relative measures, as well as open communication channel to help the military instructors understand the necessity of changes in order to reduce their resistance to organizational changes. During the process of changes, the military supervisors in colleges and universities should play the role of communication and precisely convey related policies for the purpose of reducing doubts and anxiety of military instructors. The military instructors should be encouraged to get higher education. Furthermore, military instructors should have positive thinking, be actively involved in discussions concerning issues of the change, improve their teaching skills and create distinctive features on military courses. Meanwhile, military instructors should enhance their abilities and advance their education to meet future challenge.
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