| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 101 === This study aimed to investigate the relationship among teachers’ professional learning community, organizational climate and organizational commitment of elementary school teachers in Taipei City, to compare the differences in these three aspects based on teachers’ background variables, and to predict organizational commitment from teachers’ professional learning community and organizational climate.
This study conducted questionnaire survey with questionnaire developed by the researcher. A total of 467 effective questionnaires out of 531 questionnaires were collected from the members of teachers’ professional learning communities in Taipei City, with a response rate of 88.9%. Collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression.
Four conclusions were reached after data analysis:
1.Elementary school teachers in Taipei City showed satisfaction on teachers’ professional learning community, organizational climate as well as organizational commitment, whereas “professional growth”, “communication mechanism” and “normative commitment” obtained the highest score.
2.Different marital status, job position, teacher’s preparation program, way of community participation, and the years participating community yielded significant differences on teachers’ professional learning community, organizational climate and organizational commitment.
3.The more teachers regarded teachers’ professional learning community and the organizational climate, the better the organizational commitment. Highly satisfied “fulfilling achievement” led to higher “normative commitment”, while better “interpersonal relationship” yielded higher “affective commitment”.
4.Teachers’ professional learning community and organizational climate were valid predictors to organizational commitment, among which “fulfilling achievement” and “communication mechanism” gave the best prediction.
The aforementioned results can serve as a reference to education authorities, school administrations, teachers’ professional learning communities and further research.
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