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A Study on the Relations among Organizational Climate, School Attachment and Well-being for Elementary School Teachers
national elementary school teachers
本研究採用問卷調查法，針對新北市公立國小之教師為施測對象，資料分析採用描述性統計分析、獨立樣本 t 檢定、單因子變異數分析、迴歸分析及拔靴法等統計方法，研究結果發現：
Schools are a meaningful and valuable environment for teachers. School organizational climate can affect teachers' emotional attachment and well-being. Past research mainly explored the relationship between teachers' perception of school organizational climate and well-being. However few studies explored the relationship between school attachment, well-being, and the intermediary effect of school attachment on organizational climate and teachers’ well-being. Most of the researches on attachment were place attachment, but there were no discussions about the school attachment for teachers of elementary school. Therefore this study explored the relationship between teachers’ three facets of different organizational climate, school attachment, and well-being. This research used a questionnaire survey method, and the participants were the teachers of the public elementary school in New Taipei City. The survey data was analyzed by descriptive statistics, independent sample t-test, one way ANOVA, simple regression analysis and bootstrap. The research results were: 1. Organizational climate affects school attachment; 2. School attachment affects teacher’s well-being; 3. Organizational climate affects well-being; 4. School attachment has an intermediary relationship between organizational climate and well-being. Finally, the suggestions were made based on the research results for reference by the education administration, school educators and future related research.
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