淡江大學機構典藏:Item 987654321/114460
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/114460


    Title: 角色轉換、角色衝突與組織承諾關係之研究 : 以新北市高中職教官為例
    Other Titles: The relationships among role transition, role conflict, and organizational commitment : an exploratory study of senior high schools military instructors in New Taipei City
    Authors: 蘇豈禾;Su, Chi-Ho
    Contributors: 淡江大學公共行政學系公共政策碩士在職專班
    李仲彬;Lee, Chungpin
    Keywords: 軍訓教官;角色轉換;適應度;角色衝突;組織承諾;military instructor;role transition;Adaptability;role conflict;Organizational Commitment
    Date: 2017
    Issue Date: 2018-08-03 14:53:19 (UTC+8)
    Abstract: 本研究旨在了解新北市高中職軍訓教官角色轉換、角色衝突與組織承諾之關係。本研究除對相關文獻進行分析之外，主要採問卷調查法，針對新北市高中職軍訓教官為研究對象進行調查，共發放259份問卷，回收有效問卷192份，有效回收率90.57%。本研究使用之研究工具為「軍訓教官角色轉換適應度、角色衝突與組織承諾關係調查問卷」，並將問卷所得結果採描述性統計分析、平均數、標準差、因素分析、信度分析、Pearson積差相關分析及多元迴歸等分析方法進行資料處理及分析。獲致以下研究結果：
    壹、角色轉換適應度與組織承諾各構面之間有非常顯著中度正相關。
    貳、角色轉換適應度對價值承諾、努力承諾及留職承諾的影響效果，僅有「自我效能適應度」具有極顯著正向的影響。
    參、角色衝突主構面與組織承諾主構面之間有非常顯著低度正相關。
    肆、角色衝突對價值承諾的影響效果，僅有「角色職能衝突」具有顯著正向的影響；對努力承諾、留職承諾的影響效果，僅有「角色內衝突」具有顯著正向的影響。
    最後根據研究發現，提出具體建議以供主管教育行政機關、軍訓主管機關、學校軍訓主管及軍訓教官以及後續研究提供參考。
    Abstract:
    This study investigated the relationships among role transition, role conflict, and organizational commitment in senior high school military instructors in New Taipei City. In addition to an analysis of related literature, questionnaires were used as the main method of research. The questionnaire was distributed to 259 senior high school military instructors in New Taipei City, with 192 valid responses received. The valid response rate is 90.57%. By using descriptive statistics, factor analysis, reliability analysis, Pearson product-moment correlation analysis, and multiple regression analysis, the results show:
    1)Role transition adaptability had a significant, positive, and moderate correlation with organizational commitment.
    2)Regarding the effects of role transition adaptability, only “self-efficacy adaptability” had a significant and positive correlation with value commitment, commitment to effort, and commitment to stay.
    3)The main dimension of role conflict had a significant, positive, and weak correlation with organizational commitment.
    4)Regarding the effects of role conflict, only “interrole conflict” had a significant and positive correlation with value commitment; and only “intrarole conflict” had a significant and positive correlation with commitment to effort and commitment to stay.
    The results were used to provide suggestions as future references for education administrators, military education authorities, and military directors and instructors.
    Appears in Collections:[Graduate Institute & Department of Public Administration] Thesis

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