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1.
高校教师工作价值观与组织承诺等相关变量的关系研究 总被引：1，自引：0，他引：1
吕剑辉 《深圳信息职业技术学院学报》2010,8(3):44-49,75
本文运用相关分析、方差分析的方法,探讨了人口学变量（性别、年龄、职称和高校类型）对教师工作价值观的影响。同时运用结构方程建模的方法,利用自编的教师工作价值观量表和其他标准化量表考察了工作价值观与组织承诺、工作满意度、工作绩效、离职倾向的关系。结果显示,工作价值观能直接影响组织承诺的相关维度,也能直接提高教师的工作满意度,组织承诺能有效提高工作满意度,组织承诺和工作满意度又能显著降低离职倾向。 相似文献
2.
Jon McNaughtan Tiberio Garza Dustin Eicke Hugo A. Garcia Mary Ann Bodine Al-Sharif 《Higher Education Quarterly》2023,77(4):774-791
Over the last few decades, there has been a significant increase in the number of student service personnel, yet demand has outstripped this growth leading to turnover and low employee satisfaction. Scholars and practitioners alike have called for increased levels of empowerment of these workers, but the outcomes of this approach need further analysis. We utilize data from a survey of international centre directors in the United States and employ a partial least squares-based structural equation modelling to investigate the relationship between empowerment and employ perceptions including work satisfaction, organizational commitment, perspective of leadership and personal engagement. Specifically, trust meaning and personal consequence are strong components of empowerment in this sample. Our results indicate a positive relationship between empowerment and job satisfaction, organizational commitment and perspectives on leadership. In addition, we find that organizational commitment mediates the relationship between empowerment and personal engagement. 相似文献
3.
This study examined the impact of job satisfaction and organizational commitment on teachers’ organizational citizenship behavior (OCB) in a structural equation model. The study was employed to a group of teachers and their supervisors. The results indicated that job satisfaction and commitment to the school had an impact on OCBs of the teachers and organizational commitment mediated the relation between job satisfaction and OCB. 相似文献
4.
This survey‐based study investigated work meaning and performance‐focused work attitudes of some 315 midlevel managers in diverse industries in the United States and Brazil to determine similarities, differences, and relationships among absolute and relative meaning of work, work role identification, desired work outcomes, and job satisfaction, career fulfillment, and organizational commitment. The study found strong levels of absolute work centrality in both countries and similar rank orderings for nonwork‐related domains of life. Work role identification patterns differed, and so did the levels of intrinsic and extrinsic work values. A small number of demographic and work meaning dimensions predicted job satisfaction, career fulfillment, and organizational commitment, but this pattern was different for the samples from each country. The article concludes with a discussion of these patterns of similarities and differences for the research and application of performance theory and improvement in cross‐cultural settings. 相似文献
5.
组织承诺一直以来被用作预测工作绩效和离职意向的重要指标,公共行政组织独特的性质决定了其在社会中的重要性,所以,研究公共行政组织的组织承诺变得尤为重要。基于此,试图通过梳理现有关于公共行政组织组织承诺的研究,分析影响组织承诺的因素,并试图提出当前提高公共行政组织的组织承诺的有效途径。 相似文献
6.
Taejo Lim 《Asia Pacific Education Review》2010,11(3):311-320
The purpose of this study is to identify dynamic relationships among organizational commitment, job satisfaction, and learning
organization culture in a Korean private company. Using a sample of 669 employees from five subsidiaries of a Korean conglomerate,
this research found that learning organization culture is moderately and positively related to job satisfaction. In addition,
organizational commitment, except for continuance commitment, was found to be moderately and positively related to learning
organization culture and job satisfaction. This research enables CEOs and HR practitioners to view organizational commitment,
learning organization culture, and job satisfaction as important variables that can be applied in their management, interventions,
and practices. 相似文献
7.
The study reported here focused on comparing teachers’ actual and desired participation in different decision‐making situations and examined how participation in decision making differs in Indian higher educational institutions. The paper provides a comparison of findings with similar studies conducted in Western settings regarding the relationship of participative decision making (PDM) with some selected organizational variables: teachers’ job satisfaction, organizational goal commitment, role ambiguity, and role conflict. Data were gathered through a survey of 281 faculty members of Banaras Hindu University, India. Results indicate that in the Indian context, teachers’ actual and desired participation was highest in institutional decisions and lowest in technical decisions. Among the personal variables, age, designation, teaching experience and span of service in present institution were found to be significantly related with decisional participation of university teachers. It is recommended that administrators evolve a mechanism for inviting participation of teachers in different decisional domains, based on the findings of this study. 相似文献
8.
Stephen O. Ajayi 《Africa Education Review》2019,16(2):1-15
Four theoretical frameworks were used to explore causations of turnover amongst high school teachers in Nigeria: (1) teachers’ personal health, (2) work–family life, (3) job satisfaction, and (4) actual turnover intention. Quantitative data were obtained from 925 public high school teachers in Ogun State, South-Western Nigeria. Cronbach's Alpha reliability procedure, regression modelling and t-test were used to analyse a total of 96 causations of turnover. Ad hoc analysis returned an Alpha value of 0.78. However, this improved to 0.93 when the causation factors were reduced to 64 – those with highest item-rest and itemtotal correlations. The findings showed that job (dis)satisfaction, personal health and work– family life conflict are prominent amongst the issues that trigger the intention of Nigerian high school teachers to quit their jobs voluntarily. Insights from the findings will help funding administrators in prioritising strategic decisions around mitigating turnover. 相似文献
9.
ObjectiveThe study: (1) provides the first assessment of the a priori measurement model and psychometric properties of the Organizational Social Context (OSC) measurement system in a US nationwide probability sample of child welfare systems; (2) illustrates the use of the OSC in constructing norm-based organizational culture and climate profiles for child welfare systems; and (3) estimates the association of child welfare system-level organizational culture and climate profiles with individual caseworker-level job satisfaction and organizational commitment.MethodsThe study applies confirmatory factor analysis (CFA) and hierarchical linear models (HLM) analysis to a US nationwide sample of 1,740 caseworkers from 81 child welfare systems participating in the second National Survey of Child and Adolescent Wellbeing (NSCAW II). The participating child welfare systems were selected using a national probability procedure reflecting the number of children served by child welfare systems nationwide.ResultsThe a priori OSC measurement model is confirmed in this nationwide sample of child welfare systems. In addition, caseworker responses to the OSC scales generate acceptable to high scale reliabilities, moderate to high within-system agreement, and significant between-system differences. Caseworkers in the child welfare systems with the best organizational culture and climate profiles report higher levels of job satisfaction and organizational commitment. Organizational climates characterized by high engagement and functionality, and organizational cultures characterized by low rigidity are associated with the most positive work attitudes.ConclusionsThe OSC is the first valid and reliable measure of organizational culture and climate with US national norms for child welfare systems. The OSC provides a useful measure of Organizational Social Context for child welfare service improvement and implementation research efforts which include a focus on child welfare system culture and climate. 相似文献
10.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(2):85-110
This study intends to investigate how school organizational culture is related to important organizational characteristics and observe how the profiles of strong culture‐effective schools are different from those of weak culture‐ineffective schools in terms of organizational variables (such as principal's leadership, organizational structure, and teachers’ social interactions), teachers’ job attitudes, and school effectiveness criteria. It is a cross‐sectional survey research involving 54 randomly sampled Hong Kong secondary schools and 588 teachers. The unit of analysis is the school. Organizational ideology index was found to be substantially correlated with schools’ perceived organizational effectiveness. Among the 10 measures of these organizational variables, teachers’ esprit and principal's charismatic leadership can contribute substantially to the prediction of school's strength of organizational culture. The organizational profile of perceived strong culture‐effective schools is contrastingly different from that of perceived weak culture‐ineffective schools. The findings suggest that difference in organizational culture can be reflected at least in three overt levels: 1. organizational level in terms of principal's leadership behaviors, organizational formalization and participation, and teachers’ social norms; 2. teachers’ attitudinal level in terms of organizational commitment, social job satisfaction, intrinsic job satisfaction, and influence job satisfaction; and 3. school effectiveness level in terms of perceived overall organizational effectiveness and academic achievements in public examinations. The findings reinforce the importance of organizational culture to the ongoing effort and discussion of school improvement and school effectiveness. 相似文献
11.
向倩雯 《四川教育学院学报》2007,23(1):101-103
通过在成都、广州、深圳一些企业的实证研究,探讨组织承诺、工作满意度与关系绩效之间的关系,发现组织承诺三维度、工作满意度五维度与关系绩效两维度之间几乎都具有非常显著的相关关系;但是将工作满意度和组织承诺作为关系绩效的预测变量时,发现二者的因果关系非常不显著,因此推测工作满意度、组织承诺可能是关系绩效的前因中介变量或者调节变量。 相似文献
12.
对439名企业员工进行问卷调查后发现：不论是国有企业还是民营企业,员工的整体工作满意度与整体组织承诺及其各雏度之间都呈显著的正相关。对于国有企业来说,外部和内部工作满意度对组织承诺均有显著性预测力;对于民营企业来说,只有外部工作满意度对组织承诺有显著的预测力。 相似文献
13.
饶军民 《高等师范教育研究》2013,(4):79-85
本文借助美国德雷塞尔大学信息科学与技术学院陈超美博士开发的Citespace可视化软件,通过关键词共现网络分析方法,发现近十五年国内教师离职研究的前沿主题经历了涌现、休眠和转折的过程,热点领域涉及工作满意度、组织承诺、离职倾向、职业倦怠、心理契约、职业认同和教师离职对策研究。 相似文献
14.
This study proposes a model of administrative job satisfaction and tests the model using a database of almost 1,200 managers at 120 public and private universities. The robust model explains 54% of the variance in overall administrative job satisfaction. The results indicate that few state, campus, and personal characteristics exert direct effects on one's overall job satisfaction. Rather, these exogenous organizational and personal variables exert small but statistically significant effects on the administrative work climates. These immediate work climates, in turn, have more powerful impacts on the various components of job satisfaction. 相似文献
15.
The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia. 相似文献
16.
鞠红霞 《柳州职业技术学院学报》2003,3(4):84-89
考察97名中小学领导的自我监控性与组织承诺、工作满意度之间的相关，研究发现：中小学领导在自我监控性和组织承诺及其感情承诺、规范承诺方面均呈显性相关；中小学领导的自我监控性可以作为组织承诺及其规范承诺、继续承诺的预测指标；中小学领导的自我监控性与工作满意度之间无显性相关。 相似文献
17.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(3):299-317
This study aims to investigate how principal's leadership is related to school performance in terms of multi‐level indicators such as school's organizational characteristics, teachers’ group‐level and individual‐level performances, and students’ performances. In the study, strong leadership represents that a principal can be supportive and foster participation for teachers, can develop clear goals and policies and hold people accountable for results, can be persuasive at building alliances and solving conflicts, can be inspirational and charismatic, and can encourage professional development and teaching improvement. The strong leadership is found associated with high organizational effectiveness, strong organizational culture, positive principal‐teachers relationship, more participation in decision, high teacher esprit and professionalism, less teacher disengagement and hindrance, more teacher job satisfaction and commitment, and more positive student performance particularly on attitudes to their schools and learning. The findings support that principal's leadership is a critical factor for school performance at multi‐levels. Implications are advanced for further study and development of leadership. 相似文献
18.
Beatrice K. Reynolds 《Communication quarterly》2013,61(4):37-46
Differential usage of the five bases of power as conceptualized by French and Raven (1968) were examined to determine which base(s) of power mediated the Management Communication Style (MCS) of a supervisor. In addition, the supervisor's communication of each type of power was examined for relationships with employee satisfaction. Two samples are employed, one a group of 250 public‐school teachers and the other a group of 171 managers representing banking, service industries, and a product‐based organization. Results indicate that both samples associated the communication of coercive power with a “boss‐centered,” tell‐type MCS and negative job satisfaction. Both samples responded positively to increased use of referent and expert power. Reward power seems to have little positive impact for either sample. Lastly, legitimate power had a negative impact on MCS for the management sample. 相似文献
19.
The relationships and differences in how academic staff perceive their work and organisation are of great importance for human resource strategies in the higher education sector. The present study examines work-related attitudes of academic staff, namely job satisfaction, self-efficacy and organisational commitment. The purpose is to analyse how these attitudes differ among groups of individuals. Results show that there is an alternative way of classifying academic staff into distinct groups based on work-related attitudes apart from the conventional classification based on position alone. Findings suggest that university managers should be careful in balancing between different systems of control or incentive. 相似文献
20.
This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R 2 = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice. 相似文献