共查询到18条相似文献，搜索用时 343 毫秒
1.
本文采用问卷调查法,对我国农村地区的中小学教师进行调查,以了解农村地区中小学教师工作满意度的现状及其与组织承诺的关系.结果表明:(1)我国农村地区中小学教师的工作满意度处于中等水平,教师对薪资水平最不满意;(2)不同年龄、不同学历农村地区中小学教师的工作满意度呈现显著差异;(3)农村地区中小学教师的工作满意度与其组织承诺存在显著的正相关;(4)农村地区中小学教师的工作满意度对其组织承诺有显著的预测作用. 相似文献
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通过对山东省、山西省和江西省19所民办幼儿园教师进行问卷调查,考查了民办幼儿教师职业承诺在教师自我效能感和工作满意度之间的关系.研究结果表明:教师自我效能感与工作满意度呈正相关关系;自我效能感与职业承诺呈正相关关系;职业承诺与工作满意度呈正相关关系;职业承诺完全中介了自我效能感和工作满意度.民办幼儿教师自我效能感是工作满意度的必要非充分条件,若没有高职业承诺这一中介,即便民办幼儿教师具备较高的自我效能感,其工作满意度也可能不会处于较高水平,由此带来的教师离职造成民办幼儿园师资队伍不稳定. 相似文献
3.
知识女性工作压力归因特点及相关研究 总被引：3，自引：0，他引：3
以知识人群为被试，通过性别差异的比较，考察了知识女性工作压力归因特点及其与生活满意度、工作满意度的关系．结果发现：１、知识女性工作压力归因方式与男性相似，都较多近距离的自我归因，较少远距离归因；２、知识男性工作压力归因只与工作满意度相关，知识女性工作压力归因与工作满意度和生活满意度都相关；３、知识男性对社会、同事、政府、领导四个方面的压力归因都与工作满意度存在正相关，其它方面的归因与适应后果无关。而知识女性只有对自我和学生的归因与工作满意度正相关，对领导、学校组织和教育部的归因都与生活满意度负相关。 相似文献
4.
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
5.
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
6.
对240名天津企业员工进行问题调查,探讨员工组织承诺、工作满意度与工作投入的关系.结果发现:工作满意度与工作投入相关性显著;组织承诺总分及感情承诺、理想承诺、规范承诺与工作投入总分及活力、奉献、专注显著正相关,活力与机会承诺显著负相关;工作满意度、理想承诺、规范承诺对工作投入有正向预测作用,经济承诺对工作投入有负向预测作用. 相似文献
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8.
《赣南师范学院学报》2017,(1):116-124
基于自恋人格两类型假说,本研究试图揭示不同自恋人格类型与关联绩效的不同关系。采用量表法搜集两时间段数据,获得364名企业员工的有效数据,并运用结构方程模型建构了一个自恋人格影响关联绩效的多元多重中介模型。模型检验结果显示:企业员工的显性自恋人格正向影响关联绩效;隐性自恋人格负向影响关联绩效。工作满意度和组织承诺在显性自恋与关联绩效之间起部分复合式多重中介作用;工作满意度和组织承诺在隐性自恋与关联绩效之间起完全复合式多重中介作用。 相似文献
9.
为考察校长服务型领导与教师组织支持感、工作满意度的关系,以356名中小学教师为对象,开展调查研究。研究结果显示:校长服务型领导对教师组织支持感具有显著积极影响,教师组织支持感对工作满意度具有显著积极影响,教师组织支持感在校长服务型领导与教师工作满意度之间起中介关系。 相似文献
10.
文章采用自编的"中小学教师组织气氛量表"与"中小学教师组织承诺量表",通过对433名中小学教师的问卷调查,探讨中小学教师组织气氛知觉与组织承诺的现状与关系。结果表明:(1)中小学教师组织气氛知觉较为积极,组织承诺水平较高;(2)在组织气氛与组织承诺部分分量表上,存在性别、教龄、学校地域、学校级别之间的差异;(3)中小学教师组织气氛与组织承诺之间存在相关,教师对组织气氛的知觉能部分预测其组织承诺的水平。 相似文献
11.
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
12.
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
13.
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
14.
Kenneth R. Bartlett 《Performance Improvement Quarterly》2002,15(4):45-56
In this study I examine the role of HRD, job satisfaction, and organizational commitment in voluntary turnover decisions. A sample of managers from public service agencies who voluntarily left their job in the previous year is compared to a sample of currently employed managers in the same or equivalent position. Both quantitative and qualitative methods are used to determine if attitudes towards HRD were a factor in the turnover decision for those who voluntarily left and if it would be a factor in influencing turnover intentions in those currently employed in comparable positions. The level of job satisfaction and organizational commitment are also compared between the two groups of respondents. The implications of attitudes towards HRD and levels of job satisfaction and organizational commitment in the decision to turnover among public service managers are examined along with recommendations for further research on the role of HRD in turnover decisions. 相似文献
15.
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
16.
The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed. 相似文献
17.
John De Nobile 《教育心理学》2017,37(3):380-398
The aim of this study was to investigate the relationships between aspects of organisational communication and dimensions of job satisfaction and general organisational commitment. Participants were 358 staff members from 35 government primary schools in the state of Western Australia, who completed a survey comprising the Organisational Communication in Primary Schools Questionnaire, the Teacher Job Satisfaction Questionnaire and a five item general organisational commitment scale. Factor analyses established 13 aspects of job satisfaction and 9 dimensions of job satisfaction. Multiple regression analyses were used to investigate interrelationships. The findings suggest several aspects of organisational communication were related to job satisfaction and organisational commitment. This article concludes with implications for future research with regard to communication and for the maintenance of optimal levels of job satisfaction and commitment in schools. 相似文献
18.
The purpose of this study was to identify how high school graduate newcomers adjust to working in organizations. This study examines how their formal learning, intended informal learning, and unintended informal learning experiences jointly influence their adjustment processes [e.g., role clarity and personal–organizational (P-O) fit]. It also explores the extent to which the newcomers’ adjustment processes relate to socialization outcomes (e.g., job satisfaction, organizational commitment, and intention to quit) and their mediating effects on the relationship between the types of learning and socialization outcomes. Results show that formal learning and intended informal learning have a strong positive relationship with P-O fit, while unintended informal learning is positively associated only with role clarity. In addition, role clarity indirectly and P-O fit directly affect job satisfaction, organizational commitment, and intention to quit. The implication for management practices and future research is discussed. 相似文献