大學教師工作投入、工作壓力、工作滿意 與組織承諾之相關研究 ─以ESI核心競爭學門為例

Abstract

高等教育生源緊縮和各種評比與評鑑，使得台灣的大學校院教師，正持續面對升高的工作投入需求及工作壓力，也正影響其工作滿意、組織承諾和留任意願，而後三者更牽動著高等教育的發展。本研究因此探究大學教師的工作投入、工作壓力、工作滿意和組織承諾及其彼此之間的關係。本研究採問卷調查法，工具為四種國際常用量表，調查對象以分層隨機抽樣方式，對1,221位ESI台灣核心競爭學門教師，進行網路問卷調查。正式問卷回收數計293份，回收率24%。問卷所蒐集資料經分析後，描述統計顯示此類教師：(1) 對工作的投入程度些微高；(2) 工作壓力方面有較高的外在付出；(3) 三分之二教師有付出-回饋失衡壓力；(4) 工作滿意未達4滿意程度；(5) 工作外在報酬滿意低於內在報酬；(6) 對學生素質和學習態度滿意度最低；(7) 組織承諾與留任承諾程度不很高。本研究多元迴歸推論統計分析結果，也發現此類教師：(1) 工作投入與工作壓力和工作滿意分別為正、負關聯；(2) 薪資回饋和工作滿意之正關聯程度，不如尊重、社會地位等其他回饋；(3) 內、外在壓力和工作滿意都存在負關聯；(4) 在工作投入、工作壓力和工作滿意三變項中，工作滿意最能解釋組織承諾程度，而工作的內在報酬滿意又較外在報酬滿意，更能解釋教師的組織承諾程度；和 (5) 尊重、社會地位等其他回饋，最能預測教師的留任承諾。

In recent years, the higher education climate in Taiwan has changed dramatically. Student numbers decreasing, college accreditation mandated, and global college ranking all have made faculty’s job more demanding and stressful.These changes have triggered impacts on faculty’s job satisfaction, organizational commitment, and retaining commitment. Unavoidably, they have also affected the development of higher education of Taiwan. Thus, this study attempts to exlore the statuses of faculty’s job involvement, job stress, job satisfaction, organizational commitment, and retaining commitment as well as the relations among the variables. A stratified random sampling was employed and 1,221 faculty members who worked in the most competitive disciplins listed in ESI database was surveyed. Threre were 293 (or 24%) faculty members who responded to the survey. The results of descriptive statistics showed as follows: (1) The faculty slightly agreed their involvement with their jobs. (2) In terms of the faculty’s job stress from effort-reward imbalance model, it revealed that the faculty placed more external than internal effort in their jobs. (3) Two-thirds of the faculty faced job stress from effort-reward imbalance. (4) The faculty was slightly satisfied with their jobs. (5) Comparing with that of intrinsic rewards, the job satisfaction level of extrinsic rewards is lower. (6) The faculty was least satisfied with their students’ quality and learning attitude. (7) The faculty slightly agreed they had organizational commitment and retaining commitment to their orgazniations. In addition to prior findings, the results of a multiple regression analysis uncovered as follows: (1) The faculty’s job involvement and job stress were positively and negatively, respectively, correlated with their job satisfaction. (2) The positive correlation between faculty’s pay reward and faculty’s job satisfaction was weaker than that of the other rewards, such as respect or social status, to the faculty. (3) Both internal and external stresses of the faculty were negatively correlated with their job satisfaction. (4) Among the three variables -- job involvement, job stress and job satisfaction, the latter, particularly the satisfaction in intrinsic reward, was the most critical variable in explaining faculty’s organizational commitment. (5) To the faculty, the other rewards were the most significant variable in predicting the faculty’s retaining commitment.