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目的:探讨中小学校组织气氛与教师组织承诺的关系。方法:问卷调查561名中小学教师,运用分层回归分析、优势分析和方差分析处理数据。结果:①控制人口统计学变量后,组织气氛对预测教师组织承诺做出了新贡献。②支持气氛对5承诺维度的相对贡献都最大。③在情感、氛围、发展、规范和管理等5承诺维度上,活力型气氛学校教师承诺水平都显著高于涣散型气氛学校;在情感承诺上,凝聚型气氛学校显著高于涣散型学校;在氛围、发展和管理承诺上,活力型学校显著高于凝聚型学校。结论:优化组织气氛可以提高组织承诺,其中,校长支持行为最重要。
Objective: To explore the relationship between the organizational atmosphere in primary and secondary schools and teachers’ organizational commitment. Methods: A total of 561 primary and secondary school teachers were surveyed, and the data were processed by stratified regression analysis, superiority analysis and variance analysis. Results: ① After controlling for the demographic variables, the organizational climate has made new contributions to the prediction of teacher’s organizational commitment. ② The supportive atmosphere has the largest relative contribution to the five commitment dimensions. ③ In the five commitment dimensions of emotion, atmosphere, development, standardization and management, the level of commitment of energetic atmosphere school teachers is significantly higher than that of the scattered atmosphere school; in the emotional commitment, the condensed atmosphere school is significantly higher than that of the dispersed school; Atmosphere, development and management commitment, the vitality of schools was significantly higher than that of cohesive schools. Conclusion: Optimizing the organizational climate can enhance organizational commitment, with headmaster support being the most important.