Study on the Association of Teacher’s Organiztional Climateperception, Subjective Well-being, and Intentions of Working asAdministrative Staff among the Population of ElementarySchool of Truku Tribe in Hualien County

• Main Authors: LU,GUO-LIANG, 呂國良
• Other Authors: PAN,FONG-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/6r756c

碩士 === 大仁科技大學 === 休閒事業管理研究所 === 105 === The study attempted to explore in how teacher’s intention of concurrently assume administration tasks associate with the school organizational climate and teacher’s perceived happiness. The research conducted among the population of teachers of elementary schools in the Truku district of Hualien. A total of 180 valid responses from 200 structured questionnaires formed the data for analyses. Statistical analytic techniques of descriptive statistics, t-tests, one-way analysis of variance, Pearson correlation coefficient, and multiple regressions were used to explore into the current facts and to test the hypotheses. Test results revealed useful information regarding the unique district. 1. Perceived levels organizational climates were varied along with gender, age, age of youngest child, occupational status, and tenure. 2. Perceived happiness levels were varied along with cohabitation with spouse, and the respondent’s age. 3. Levels of intent of taking concurrent administrative task were varied along with several factors of marital status, cohabitation with spouse, age of youngest child, monthly household income, current occupation, occupational status, seniority, and scale of the school. 4. Levels of taking concurrent administrative job positively associated with teacher’s perceived happiness and school organizational climate. 5. School organizational climate positively influenced teacher’s levels of happiness (R2=0.13), as well as the willingness levels of assuming administrative job (R2=0.02). Perceived happiness positively affected the willingness levels of assuming administrative job (R2=0.02). Despite that the effect of organizational climate on teacher’s willingness concurrent mission was fractional, yet its effect on teacher’s perceived happiness was acceptable, by which in turn benefits the quality of teaching and learning. Based on the conclusion, this research provided several suggestions to the school administrators, top management team, and for future research directions.