國中教師學校認同之調查研究
| dc.contributor.author | 吳武雄 | zh_tw |
| dc.date.accessioned | 2014-10-27T15:43:15Z | |
| dc.date.available | 2014-10-27T15:43:15Z | |
| dc.date.issued | 1982-06-?? | zh_TW |
| dc.description.abstract | 組織是一群人為求達到共同的目標，經由人力的分工及職能的分化，運用不同層次的權力與職責，合理的協調成員的活動，以使達到共同的目標。學校是一種正式的組織，是師生的組合，以制度規章來劃分權責，以團隊方式進行活動，從而發揮學校的功能，提高教育的績效。因此，教師與學校的關係至為重要，學校應如何促使教師對工作感到滿意，經由精神投入，而產生認同，努力追求學校教育目標之實現，誠為學校行政的一項重要課題。本研究之目的，有下列四項：（一）探討我國目前國中教師對學校認同之情形。（二）比較目前國中教對學校認同之差異程度。（三）研析目前國中教師在影響學校認同因素上之差異。（四）綜合研究結論，試提建議，作為研究改進國民教育的參考。 | zh_tw |
| dc.description.abstract | The ideal of administration is to unify individual requirements and the goal of the organization. That is, to unite the staff to achieve the goal and, in the meantime, to enable them to seek self─actualization. In order to fulfill this purposes, first of all , the organization should give the staff a feeling of identification with the organization itself. In other words, it should arouse the willingness of making commitments to the goal. Not only does the identification of the teacher with the school relate the teacher's own satisfaction of meeting requirements but also affects their morale and the enthusiasm for their service. Hence, the purpose of this research is to explore this identification by investigating teachers with different backgrounds. For the research, I have made a series of questionnaires and test 914 junior high teachers from Taiwan province, Taipei and Kaohsiung municipality, and jubg─Maa area. Following are some from the research：1.Male teachers have greater identification with the school than female teachers. 2. Married teachers have greater identification with the school than unmarried teachers. 3. Teachers who are certified by passing the Authorized Examination have greater identification with school than those who graduate from Normal school. 4. Teachers who served at the school for more than 6 years have greater identification with the school than those who have served for 2 years. 5. Teachers who have job involvement with the administration have greater identification with the school than those who do not. 6. Teachers at secluded areas have greater identification with the school than those in the county, town and the city. 7. Teachers at small size schools have greater identification with school than those at medium and large size schools. Base on the above findings, I would propose some suggestions：1.Assist female teachers to alleviate the conflict between their different roles and actively encourage them to take pat in the school affairs. | en_US |
| dc.identifier | 07CD223F-59E7-108B-540B-AE822A7E69CC | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25156 | |
| dc.language | 中文 | zh_TW |
| dc.publisher | 國立台灣師範大學教育學系 | zh_tw |
| dc.publisher | Department od Education, NTNU | en_US |
| dc.relation | (24)，205-214 | zh_TW |
| dc.relation.ispartof | 國立臺灣師範大學教育研究所集刊 | zh_tw |
| dc.title | 國中教師學校認同之調查研究 | zh-tw |
| dc.title.alternative | Research Into The Identification Of The Junior High Teachear With The School | zh_tw |