共查询到20条相似文献，搜索用时 31 毫秒
1.
Ferudun Sezgin 《Educational Research and Evaluation》2013,19(2):185-201
The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers. 相似文献
2.
Cemalettin ?pek 《Asia Pacific Education Review》2010,11(3):371-385
This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational
culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their
organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting
these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated
through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational
culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions
at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels.
They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at
compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization
levels was predicted from achievement and support cultures. 相似文献
3.
本研究随机选取甘肃省3所普通高等院校的教师为被试,探讨领导风格、工作家庭冲突以及情绪智力3因素对高校教师组织承诺的影响。研究发现：仁慈领导和权威领导分别对教师组织承诺有正向和负向的影响;工作一家庭冲突和家庭一工作冲突均对教师组织承诺有负向的影响;教师的情绪智力对组织承诺有正向影响;回归分析得出工作一家庭冲突、仁慈领导、权威领导、教师情绪智力4个变量能够较好地预测教师组织承诺。这一结论对我国高校管理者以及教师本身都有较大的指导意义。 相似文献
4.
5.
Scott W. VanderStoep Eric M. Anderman Carol Midgley 《School Effectiveness & School Improvement》2013,24(3):254-271
We proposed a causal relationship between teachers’ perception of principal leadership behavior, school culture, and teacher and student commitment. We hypothesized that a concept we called principal “venturesomeness” would be related to a school culture that stresses accomplishment and mastery, which in turn would be related to teacher commitment, which in turn would predict student commitment to school. We define principal venturesomeness as the extent to which principals are seen as being willing to take risks, are innovative in their approach to instructional leadership, and in general display and encourage achievement‐oriented behavior. The model was tested in two different samples. The first sample was third‐ through six‐grade teachers and students from schools in Arizona. The second sample was third‐ through fifth‐grade teachers and students from Florida. The model was tested using LISREL VI. Many similarities existed between the models in the two samples. Principal Venturesomeness was a strong predictor of an Accomplishment Culture, which in turn was a strong predictor of Teacher Commitment. Contrary to our hypothesis, no relationship existed between Teacher Commitment and Student Commitment. The summary fit statistics indicate that the model did not explain the data adequately. The χ2/df ratio was greater than a rule‐of‐thumb 5.0 and the goodness‐of‐fit index was less than a rule‐of‐thumb .9 in both studies. Although the studies indicated some interesting conceptual relationships, it appears that the proposed model does not adequately explain the theoretical relationships between teacher perceptions, school culture, and teacher and student commitment. The studies do suggest one research direction not yet explored in the literature. That is, the relationship between teacher commitment and student commitment. More empirical work exploring how teacher commitment relates to student outcomes is encouraged. 相似文献
6.
专业承诺的研究是组织承诺与职业承诺在专业领域内的扩展。大学生的专业承诺就是大学生认同所学的专业并愿意付出努力的积极态度和行为。专业承诺由情感承诺、规范承诺、继续承诺和理想承诺构成,可通过《大学生专业承诺量表》测量。我国关于专业承诺的研究,对象主要集中于大学生,尤其是"特殊"专业的大学生。内容主要涉及专业承诺与学习倦怠、职业效能、学习风格、心理健康、成就动机等因素的关系。研究发现,专业承诺受性别等人口学变量、学习态度等个人因素以及专业与高考志愿的匹配性等外部因素影响。随着研究对象的拓展与研究方法的充实,专业承诺的研究内容和结论也将更加丰富。 相似文献
7.
随着教育的变革与发展,教师组织公民行为对学校办学目标的实现起着日益重要的作用。如何更有效地激发教师积极主动的行为,成为当前关注的重点,分布式领导为此提供了新的思路。本研究以大学教师为研究对象开展调研分析并构建模型,探讨了分布式领导对大学教师组织公民行为的影响机制,研究发现组织信任、工作满意度与组织承诺在分布式领导与教师组织公民行为之间起着重要的中介作用。建议发展分布式领导的组织文化,使教师拥有充分的专业自主权和对重要事务的参与权,完善学术评价与激励机制,为教师发展提供平台与机会,同时注重对组织信任和工作满意度尤其是组织承诺水平的提升,从而使教师践行更多的组织公民行为,进而提高学术组织绩效、实现发展目标。 相似文献
8.
Organizational behavior studies suggest that employee retention is dependent upon levels of organizational commitment. This study focused on the potential influence that human resources management (HRM) strategies have on organizational commitment levels among staff employees. The study collected data on human resources practices at thirty-four public institutions of higher education. In addition, staff employees from six of these institutions completed a survey measuring affective, continuance, and normative organizational commitment levels. Statistical analysis procedures found significant relationships between the HRM strategies and two of the commitment constructs, indicating that certain HRM strategies can affect organizational commitment and potentially influence turnover. 相似文献
9.
高校青年教师的职业承诺和职业生涯管理不仅影响着教师个体的发展,也影响着高校的发展。为了了解高校青年教师职业承诺与其职业生涯管理之间的结构关系,本研究运用＂职业承诺问卷＂和＂自我职业生涯管理调查问卷＂,对来自不同高校的218名青年教师进行了调查。结果发现,高校青年教师职业承诺对其职业生涯管理的影响仅在有限的几个维度之间存在：（1）情感承诺、继续承诺对个体的职业探索存在显著性影响;（2）情感承诺对继续学习存在显著性影响;（3）情感承诺、继续承诺对职业目标、注重关系以及自我展示的影响是以规范承诺为中介的。 相似文献
10.
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
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 aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed. 相似文献
13.
School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed. 相似文献
14.
Meral Atıcı 《International journal for the advancement of counseling》2007,29(2):83-95
This study examined conflict resolution strategies (CRSs) resorted to by sixth, seventh, and eighth grade primary school pupils
in Turkey and identified gender differences in the resolution strategies typically resorted to. In addition, the study aimed
to find out what actual conflicts students asked assistance for from teachers and what strategies students thought teachers
used in dealing with their conflicts. The data for this research were collected via a questionnaire involving mostly open-ended
items. Results supported the notion that three main groups of strategies (problem-solving, avoiding and aggressive) typically
get implemented in solving conflicts. Problem-solving strategies were observed to be most frequently employed by the participants.
There was a significant gender difference in terms of the use of CRSs, in that girls were more likely to use problem-solving
strategies than boys. The majority of the participants tended not to ask for assistance from teachers in resolving their conflicts.
However, students from low SES schools were more likely to ask for teacher assistance than students from middle and high SES
schools. The participants also stated that teachers typically used two main strategies in helping them resolve their conflicts:
problem-solving and aggressive strategies. 相似文献
15.
以603名中小学教师为被试,采用问卷调查方法,考察其组织支持感、组织认同与组织公民行为的关系,检验组织认同在组织支持感与组织公民行为间的中介作用。结果表明：1.教师组织支持感、组织认同、组织公民行为诸变量之间相关显著;2.教师组织认同在组织支持感对组织公民行为的影响中起部分中介作用;3.教师组织支持感对组织认同、组织公民行为有直接影响。 相似文献
16.
Yongzhan Li 《Educational Assessment, Evaluation and Accountability》2014,26(2):135-152
In view of the benefit of improving employees’ organization commitment, it is important to study the major influencing factors of organization commitment. According to previous literature, organizational justice and job burnout have been considered two major influencing variables of affective commitment; however, little empirical research can be found to examine the relationship between job burnout, organizational justice, and affective commitment simultaneously among university teachers in China. Thus, the main purpose of the current study was to examine the above relationship in a cross-sectional design. The participants were 435 teachers from five universities in China. A series of structural equation modeling analyses were conducted by using Amos 19.0. The results showed that organizational justice was a strong predictor of affective commitment. Specifically, interactional justice predicted affective commitment the most strongly, whereas distributive justice, unexpectedly, had no significant influence on affective commitment. Furthermore, both emotional exhaustion and personal accomplishment were important partial mediators of the relationship between interactional justice and affective commitment. 相似文献
17.
高校教师参与学术创业活动可能会对大学传统使命产生潜在的影响。为平衡教师参与学术创业引发的承诺冲突和利益冲突,斯坦福大学采取了一系列策略:限制教师参与学术创业活动的范围和时间;制定差异化的信息披露、审核和管理程序;建立中介服务机构,规范学术创业流程等。借鉴斯坦福大学的经验,我国大学应重构观念,克服学术研究和学术创业非此即彼的二元对立论;设置学术创业活动的边界,在边界内提供支撑;建立规范化的冲突披露与管理机制,实行分类管理。 相似文献
18.
《Teaching and Teacher Education》2004,20(3):277-289
The present study focuses on the relationship between teacher empowerment and teachers’ organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of 983 teachers in Israeli middle and high schools. Pearson correlations and multiple regression analyses indicated that teachers’ perceptions of their level of empowerment are significantly related to their feelings of commitment to the organization and to the profession, and to their OCBs. Among the six subscales of empowerment, professional growth, status and self-efficacy were significant predictors of organizational and PC, while decision-making, self-efficacy, and status were significant predictors of OCB. Practical implications of the study are discussed in relation to teachers, principals and policy-makers. 相似文献
19.
幼儿教师组织承诺研究 总被引：3，自引：0，他引：3
幼儿教师组织承诺的心理结构,有自己的特点。幼儿教师组织承诺可分为五种类型:情感承诺、经济承诺、理想信念承诺、职业承诺和人际承诺,不同组织承诺类型的幼儿教师行为表现各不相同,影响幼儿教师组织承诺的因素有个人因素和组织因素。 相似文献
20.
对转型发展典型高校X学院5名教师的扎根研究发现,教师转型是个体因素与组织因素良性互动的结果:教师出于对学校新办学理念、定位、目标等的认同和信任,形成较高组织承诺;在较高组织承诺推动或(和)组织支持拉动下,这些教师开启转型探索之路;在组织承诺支撑下,转型教师经过探索取得了一定转型效果,获得(更多的)组织支持,进而使转型向纵深发展;对转型成功教师保持或增加适当组织支持,可维持其组织承诺水平,稳定教师队伍和组织转型成果。建议转型高校注重培养和提升教师的组织承诺,构建"软硬结合"的"全员支持""全过程支持"机制。 相似文献