A Study of Organizational Commitment of Senior High School Military Instructors in Taipei City

• Main Authors: Yeh, Chia-Wan, 葉佳宛
• Other Authors: Liou, Show-Mann
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/z72p29

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 106 === This research aimed to explore the status quo of organizational commitment of senior high school military instructors in Taipei city and its differences in terms of various personal and school backgrounds. To achieve the above aims, this research studied military instructors in 63 public and private senior high schools in Taipei using “Inventory of the Organizational Commitment of Senior High School Military Instructors in Taipei City.” Two hundred and forty questionnaires were distributed, with 213 responses received. The valid rate of questionnaire reached 88.75%. The collected data was analyzed using IBM SPSS 20.0 to test its reliability, validity, descriptive statistics, one sample t-test, independent sample t-test and one-way analysis of variance. The research results are summarized as follows: First, senior high school military instructors in Taipei city generally have affective attachment and identification with students’ military training. They are willing to devote a high degree of efforts to students’ military training. With the consideration of cost and economics devoted, they are willing to stay in their position and continue their work of students’ military training. Their organizational commitment are, in descending order of scores, affective commitment, continuance commitment, and normative commitment. Second, personal background factors make a difference in one’s organizational commitment. Male, having Military Training Director experience (including independent Chief of Guidance and Counseling Section), or professionally trained has significantly higher organizational commitment than female, having the experience of being the Chief of Guidance and Counseling Section or military instructor without professional training. However, age, marital status, educational background, seniority as a military instructor or soldier, or military rank shows no significant difference in one’s organizational commitment. Third, regarding the factor of school backgrounds, the way of doing weekend shifts and the number of students tended make no difference in one’s organizational commitment. In terms of the way of doing weekend shifts, one who is on duty at school for 24 hours has significantly higher organizational commitment than one who takes the day shift at school but is on call at night, and one who are on call all day long. Concerning the number of students tended, one who serves 337~414 students shows significantly higher organizational commitment than one who serves 142~315 students and one who serves 429~1323 students. Nevertheless, whether the school is public or private, the school type, the way of working week shifts or school subsidy shows no significant difference in one’s organizational commitment. Last, based on the research results, the author proposes some suggestions for schools, related personnel and future research.