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1.
The study contributes to the work values literature as well as to the knowledge base of meaning of working in Asian economies.
It represents the results of an empirical study of Korean mid-level employees in diverse industries, investigating the effects
of different understandings of work and non-work dimensions on job satisfaction, career satisfaction, and organizational commitment.
With a sample size of some 420 responses from 16 different companies, age differences were found for overall meaning of work
and also for the effects of importance of working for global organizational commitment. Non-work related dimensions appeared
unrelated to work-related outcome variables. We conclude that to a limited degree, age related differentiation exist in relation
to work meanings and separation of work and non-work domains for work-related effects. The implications for theory and practice
of this research are also discussed. 相似文献
2.
Peter Lam Yoke Yeen Foong Swee Ngoh Moo 《Asia-Pacific Journal of Teacher Education》1995,23(2):217-230
This study attempts to survey the different levels of job satisfaction among 350 preservice teachers who had experienced their first teaching practicum at the end of their first year of training. Four scales for job satisfaction (perception of the work environment, intrinsic reward, career prospects and career commitment) and a scale for withdrawal cognition were administered to the preservice teachers. A study of their attitude profiles revealed that a high proportion of the preservice teachers experienced negative feelings about various aspects of career prospects, particularly, salary and career advancement. In the area of career commitment, nearly 37% of the trainees felt that the teaching profession was not always their ambition. Despite the less‐than‐expected commitment level and perception of career prospects, trainees had positive feelings for the work environment and intrinsic reward for the profession in many aspects. A multiple‐regression model fitted to the data gave the result that perception of career prospects and career commitment were highly significant predictors of withdrawal cognition. 相似文献
3.
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
4.
The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed. 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.
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
7.
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
8.
The study sought to investigate Hong Kong secondary school vice‐principals’ job facets leading to overall job satisfaction, and to differentiate the satisfaction of vice‐principals of different career orientations and gender groups. The findings indicated that there are four main facets of satisfaction, in rank order of influence on overall satisfaction, ‘professional commitment’, ‘level of personal challenge’, ‘sense of efficacy’ and ‘sense of synchrony’. The study also found that vice‐principals who aspired to the principalship exhibited a higher degree of professional commitment, a stronger sense of efficacy, and experienced lower levels of stress associated with personal challenge than vice‐principals who did not aspire to a principalship. 相似文献
9.
Research on work life and job satisfaction of university professors is becoming an important research issue in the field of
higher education. This study used questionnaires administered to 1 770 teachers from different levels, types, and academic
fields of Chinese universities to investigate job satisfaction among university professors and the relationship between job
satisfaction of university professors and the organizational characteristics of the university. The job satisfaction of Chinese
university professors includes six dimensions: career development and school management, teaching and research services, salary,
benefits and logistical services, professional reputation, teaching and research facilities, and the work itself. The overall
job satisfaction levels are close to average, with salary and benefits receiving the lowest level of satisfaction. The organizational
characteristics of universities, such as school type, school level, academic field, organizational climate, evaluation orientation,
and school management, all have significant effects on the overall job satisfaction of university professors. The organizational
climate and school level affect all six dimensions of job satisfaction among university professors. 相似文献
10.
在教育行政管理理论中，女性管理者的经验已经越来越受到人们的关注，有不少研究者对成功的女性主管进行了调查研究。一项对美国中西部三个州的高中校长的调查发现，在个人因素、职业特征及角色冲突上高中校长存在着性别差异，而在角色承担和工作满意度上不同性别具有相似性。文章致力于弄清性别在高中校长的角色冲突、角色承担和工作满意度三个方面的影响。 相似文献
11.
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
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.
A questionnaire survey of 710 Maltese primary schoolteachers revealed that the level of teacher stress, job satisfaction and career commitment was constituted differently in some of the teacher demographic subgroups. A principal components analysis of the stress ratings of 20 items covering various aspects of the teacher's work environment yielded four factors described in terms of ‘pupil misbehaviour’, ‘time/ resource difficulties’, ‘professional recognition needs’ and ‘poor relationships’. Teacher sex and ability‐group taught interacted significantly with the stress factors. Results also showed that teachers who reported greater stress were less satisfied with their job and less committed to choose a teaching career were they to start life over again. Moreover, the association between the general measure of job stress and the stress due to each of the four stress factors was strongest for ‘pupil misbehaviour’ and ‘time/resource difficulties’. Of the four factors, ‘professional recognition needs’ had the strongest inverse relationship with job satisfaction and career commitment. 相似文献
14.
Management personnel are increasingly aware that career success depends on the ability to continuously learn and adapt to the environment. However, scant attention has been paid to how learning activities contribute to managerial success. This study examines the degree to which involvement in career‐related continuous learning affects managerial career success. Career success as defined in this study comprises both objective (ascendancy) and subjective (organizational commitment, professional commitment, career satisfaction) elements. Five hypotheses are tested using linear regression modeling. Results indicate that as individuals increase participation in career‐related continuous learning, their managerial career success increases as well. 相似文献
15.
Kirsti Sarheim Anthun Siw Tone Innstrand 《Journal of Higher Education Policy & Management》2016,38(1):53-67
This study examines the predictive value of job demands and resources on the meaning of work and organisational commitment across three age groups; young workers (<30 years), a middle age group of workers (30–49 years) and older workers (>50 years). Data were collected from a survey conducted among university employees (N = 3066). Hierarchical multiple regression analysis was used to test the relationship between the antecedent variables and the meaning of work and organisational commitment in the age groups separately. Age differences in the experience of these two variables were tested by one-way ANOVA. Both job demands and resources were related to the meaning of work and organisational commitment, however, the relative importance of demands and resources varied across the groups. Overall, older workers reported higher scores on the meaning of work and organisational commitment. The results suggest that different interventions should be considered when aiming to improve the meaning of work and commitment among different age groups. 相似文献
16.
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
17.
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
18.
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
19.
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
20.
《International Journal of Educational Development》1995,15(2):141-153
This study examines the relationship between job satisfaction and organizational climate in the elementary schools of the Bedouin Arab community in southern Israel. The school represents a relatively new organization, of Western origin, in this very traditional Arab community, which is now a part of the modern, western-oriented state of Israel. The job satisfaction questionnaire used in this study was based upon Wanous and Lawler's [Wanous, J. P. and Lawler, E. E. III (1972) Measurement and meaning of job satisfaction. Journal of Applied Psychology 56, 95–105] questionnaire, and the organizational climate questionnaire was based upon Horowitz and Zak's [Horowitz, T. and Zak, I. (1979) Recruiting Patterns, Attrition and Persistence in Teaching. The Szold Institute, Publication No. 585, Jerusalem, Israel (in Hebrew)] questionnaire. All Negev Bedouin elementary schools were included in the study. Based on the factor analysis, two job satisfaction factors and five organizational climate factors emerged. The results revealed teachers' satisfaction with work itself as the dominant job satisfaction factor, and principal leadership as the dominant organizational climate factor. The findings of the multiple regression further revealed that: (1) the organizational climate factors of principal leadership and autonomy on the job were significantly related to teachers' satisfaction with work itself; and (2) the interaction between principal leadership and teachers' intimacy was significantly related to both job satisfaction factors (work itself and social needs). 相似文献