| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 101 === The purpose of this study was to investigate the current situation and differences in the Elementary School Administrative Teachers’ Job Involvement and School Administrative Efficiency in New Taipei City, as well as the relationship between teachers' job involvement and school administrative effectiveness. Questionnaire survey was adopted in this study. 720 administrative teachers from 81 elementary schools were participated. 670 questionnaires were collected and 665 questionnaires were effective.The respond rate was 93.0% and the availability was 92.4% . “t test”, “single factor variance analysis”, “Pearson product moment correlation”, “multiple regression analysis” were used to analyze the data. The conclusions are as follows:
1、 The teachers’ “Job-Concentration”, “Job- Evaluation”, “Job-Delectation” and “Job-
Identification” could be used as indicators of teachers' Job involvement.
2、"Principal’s Leadership","Administrative Performance"," Administrative
Satisfaction","School Organizational Climate" and "Administrative Resource Integration"
could be used as indicators to evaluate school administrative efficiency.
3、Teachers with administrative tasks in elementary school in New Taipei city performed well
in the work, in which the best performance was “job enjoyment”,however “Job-
Identification” was relatively weak.
4、Teachers with administrative tasks had good perception of administrative effectiveness,in
which "Principal’s Leadership" was the most importantly influential factors;
however "School Organizational Climate" was the last consideration.
5、Male teachers with administrative tasks had higher perception of “Principal’s
Leadership", "School Organizational Climate" and “administrative efficiency” than female
teachers.
6、Teachers with administrative tasks at the ages above 51 had higher perception of
“job involvement” and “administrative efficiency” than those who are at the age under 30,
between 31 and 40, and between 41 and 50.
7、Married teachers with administrative tasks had higher perception of “job
involvement” and “administrative efficiency” than others.
8、Teachers with master’s degree had higher perception of “job involvement” and
“administrative efficiency” than those who graduated from Teachers College
(including University of Education).
9、Teachers who served as director had higher perception of “job involvement” and
“administrative efficiency” than others with administrative tasks.
10、Teachers with above 21 years of service had higher perception of “job
involvement” than others serving less than 5 years, between 6 and 10years, and
between 11 and 20 years. However, there was no significant difference in the
perception of “administrative efficiency”.
11、Teachers with years of service between 11 and 20 had higher perception of “job
involvement” and “administrative efficiency” than others serving less than 5
years.
12、Teachers in remote areas had higher perception of “administrative efficiency” than
others in general areas.
13、Teachers whose school scale was under 12 classes had higher perception of
“administrative efficiency” than those whose school scale was more than 60
classes.
14、There were high positive correlations between elementary school teachers’ job
involvement and school administrative efficiency in New Taipei city.
15、“Job involvement” of teachers with administrative tasks could predict the
performances of “School administrative efficiency” in New Taipei city. The more
the teachers involve in the work, the better school administrative efficiency is.
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