The Research on Organizational Justice and Organizational Commitment for Elementary School Teachers with Administrative Tasks in New Taipei City.

• Main Authors: Hsu,Chun-Chieh, 徐俊傑
• Other Authors: Lin,Shu-Jan
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/m6mb6y

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 104 === The purposes of this research were to understand the present situation of organizational justice and organizational commitment for elementary school teachers with administrative tasks in New Taipei City, discuss the differences of different variables of elementary school teachers with administrative tasks for organizational justice in elementary school, and further explore the differences and relationships of different organizational justice and organizational commitment in elementary school. The research population of the questionnaire investigation was elementary school teachers with administrative tasks in New Taipei City in the second semester of academic year 2016. In total, 625 out of 860 sent questionnaires were received back with effective response rate at 72.6%. The research tool was self-edited “The Questionnaire of organizational justice and organizational commitment in elementary school teachers with administrative tasks in New Taipei City”,and analyzed the received data by descriptive statistics, one-sample T-test, independent sample T-test, one-way ANOVA and regression analysis. The conclusions were as follows: 1. The elementary school teachers with administrative tasks in New Taipei City show high degree in“organizational justice”, and displayed the highest degree in “interactional justice”, and the lowest degree in “distributive justice”. 2. The elementary school teachers with administrative tasks in New Taipei City show high degree in“organizational commitment”, and displayed the highest degree in “hard working attitude”, and the lowest degree in “tendency of retaining the job”. 3. Age causes a significant difference in the organizational justice among the research subjects; the perception for distributive justice among teachers aged 41-50 or above is significantly higher than teachers aged 31-40. 4. Teaching experience causes a significant difference in the organizational justice among the research subjects; the perception for distributive justice is significantly higher among teachers who have 19-24 years or above of teaching experience than teachers who have teaching experience for less than six years. 5. The seniority of general affairs administrators causes a significant difference in the organizational justice among the research subjects; the perception for organizational justice is significantly higher among teachers who have served as a general affairs administrator for 7-12 years and those more than 19 years; than teachers who have served for less than six years. 6. Duties causes a significant difference in the organizational justice among the research subjects; the perception for organizational justice 7. School size causes a significant difference in the organizational justice among the research subjects; the perception for organizational justice is significantly higher among schools which with size of less than 12 classes than those schools with size of 13-24 classes. 8. The dimensions of organizational justice cause a significant difference in the organizational commitment regarding “tendency of retaining the job” among the research subjects.