學校組織文化、轉換型領導與組織承諾關係之研究
Abstract
本研究旨在探討學校組織文化、轉換型領導及組織承諾之關係。以臺北縣公立國中教師為研究對象，採用分層隨機抽樣方式，有效樣本數共414份，回收率為92％。統計方法採用t考驗One-Way ANOVA、Pearson相關係數及多元迴歸等方法來檢視本研究假設。經由研究結果分析與討論，獲致以下研究結論與具體實務建議，分述如下：
在研究結論方面：一、學校組織文化現況整體表現以「共識文化」知覺得分最高，而「發展文化」最低。二、轉換型領導現況以「激發鼓舞」知覺得分最高，而「個別關懷」最低。三、組織承諾現況整體表現以「留職傾向」知覺得分最高，而「努力意願」構面最低。四、「轉換型領導」與「組織承諾」對「學校組織文化」皆為高度正相關。五、轉換型領導的知覺程度愈高，組織承諾愈高。六、轉換型領導與組織承諾能有效預測「學校組織文化」，其中以「努力意願」最具預測力。
實務上建議：一、校長應加強對中年專任教師的關懷與支持，以提升轉換型領導之功效 。二、增進學校組織承諾，強化教師們對組織的認同感受。三、善用年齡較長、年資較深的教師成員，以提升組織文化。四、鼓勵女性教師參與學校行政並兼任主任教師工作。
The goal of the research is to explore the relationship among “schools’ organizational culture”, "transformational leadership”, and “organizational commitment”. The subjects of the research are teachers from public junior high schools in Taipei County. Stratified random sampling was employed. There are 414 effective samples with a response rate of 92%. As to the methods of statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and multiple regression, etc., were adopted to evaluate the hypotheses of the research.Through analysis and discussion over the results of the research, research conclusions and concrete suggestions for practice were achieved, and are described as follows. In the research conclusions: 1. In overall performances of schools’ organizational cultures, the awareness to “consensual culture” has the highest score, while the awareness to “developmental culture the lowest. 2. In transformational leadership, the awareness to “inspirational motivation” has the highest score, while “individualized consideration” the lowest. 3. In organizational commitment, the awareness to “intention to retention” has the highest score, while the aspect of “willingness of effort” the lowest. 4. “Transformational leadership” and “organizational commitment” are both highly correlated to “schools’ organizational culture”. 5. The higher the awareness to transformational leadership is, the higher the organizational commitment becomes. 6. Transformational leadership and organizational commitment can effectively predict “schools’ organizational culture”, in which “willingness to effort” is the most predictive. In the suggestions for practice: 1. Principals should promote care and support for middle-aged subject teachers to enhance the effectiveness of transformational leadership. 2. Schools’ organizational commitment should be promoted to reinforce teachers’ identification with the organization. 3. Senior and experienced teachers should be well employed to improve organizational culture. 4. Female teachers can be encouraged to participate in school administration and to serve the post of directors.
The goal of the research is to explore the relationship among “schools’ organizational culture”, "transformational leadership”, and “organizational commitment”. The subjects of the research are teachers from public junior high schools in Taipei County. Stratified random sampling was employed. There are 414 effective samples with a response rate of 92%. As to the methods of statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and multiple regression, etc., were adopted to evaluate the hypotheses of the research.Through analysis and discussion over the results of the research, research conclusions and concrete suggestions for practice were achieved, and are described as follows. In the research conclusions: 1. In overall performances of schools’ organizational cultures, the awareness to “consensual culture” has the highest score, while the awareness to “developmental culture the lowest. 2. In transformational leadership, the awareness to “inspirational motivation” has the highest score, while “individualized consideration” the lowest. 3. In organizational commitment, the awareness to “intention to retention” has the highest score, while the aspect of “willingness of effort” the lowest. 4. “Transformational leadership” and “organizational commitment” are both highly correlated to “schools’ organizational culture”. 5. The higher the awareness to transformational leadership is, the higher the organizational commitment becomes. 6. Transformational leadership and organizational commitment can effectively predict “schools’ organizational culture”, in which “willingness to effort” is the most predictive. In the suggestions for practice: 1. Principals should promote care and support for middle-aged subject teachers to enhance the effectiveness of transformational leadership. 2. Schools’ organizational commitment should be promoted to reinforce teachers’ identification with the organization. 3. Senior and experienced teachers should be well employed to improve organizational culture. 4. Female teachers can be encouraged to participate in school administration and to serve the post of directors.
Description
Keywords
學校組織文化, 轉換型領導, 組織承諾, Organizational Culture, Transformational Leadership, Organizational Commitment