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    Title: 臺北縣國民小學組織公平與組織衝突關係之研究
    Other Titles: A study of the relationship between organizational justice and organizational conflict in Taipei county elementary schools
    台北縣國民小學組織公平與組織衝突關係之研究
    Authors: 許景堯;Hsiu, Jing-yau
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    洪啟昌;Hung, Chi-chang
    Keywords: 組織;分配公平;程序公平;互動公平;組織公平;組織衝突;Organizational Justice;Organizational Conflict;procedural justice;Interactive Justice;distributive justice
    Date: 2009
    Issue Date: 2010-01-11 00:15:29 (UTC+8)
    Abstract: 本研究旨在探討臺北縣國民小學組織公平與組織衝突關係之研究,採用問卷調查法為主要的研究方法,依據預試結果編製「臺北縣國民小學組織公平與組織衝突研究問卷」。研究對象以臺北縣國民小學教育人員為主,採分層隨機抽樣方法,共計發放515份問卷,回收問卷為407份,有效問卷為370份,回收率為79%,可用率為90.9%。資料處理部分以SPSS for Window 12.0 中文版套裝軟體為主,採用「平均數」、「標準差」、「t 考驗」、「單因子變異數分析」、「雪費法(Scheffé method)事後比較」和「皮爾遜積差相關」等方法進行統計。
    本研究之重要發現如下:
    一、當前臺北縣國民小學在整體組織公平知覺屬於「中高」程度。
    「分配公平」最高,其次為「程序公平」,「互動公平」為最低。
    二、當前臺北縣國民小學在整體組織衝突知覺屬於「中低」程度。
    「角色職責衝突」最高,其次為「理想現實衝突」,再其次為「組織運作衝突」,「慣性變革衝突」為最低。
    三、臺北縣國民小學教師組織公平知覺程度會因「性別」、「職務」
    和「服務年資」的不同,而有顯著差異。「女性」比「男性」覺知更多「組織公平」;「16年以上」比「6~10年」感受更多「互動公平」;「教師兼主任」比「級任」感受更多「組織公平」、「程序公平」和「分配公平」;「教師兼組長」比「級任」感受更多「程序公平」。
    四、臺北縣國民小學教師組織衝突知覺程度會因「性別」、「職務」
    和「服務年資」的不同,而有顯著差異。「男性」比「女性」覺知更多「角色職責衝突」、「組織運作衝突」和「慣性變革衝突」;「級任」比「教師兼主任」感受「理想現實衝突」;「6~10年」比「16年以上」感受更多「組織衝突」、「理想現實衝突」和「組織運作衝突」;「5年以下」比「16年以上」感受更多「慣性變革衝突」。
    五、組織公平與整體組織衝突具有顯著負相關,組織公平各層面與組
    織衝突各層面,亦呈現顯著負相關。
    根據上述研究結論,本研究提出以下建議:
    一、對教育主管機關之建議:
    (一)建議教育主管機關定期為國小校長開設人際溝通方面的研習課程。
    (二)建議男性與女性國小校長相互學習,了解自我侷限,以有效降低衝突。
    (三)在國小校長與學校主管培育養成過程中,應加強「組織公平」的相關課程。
    (四)建立一個衝突案例的分享與討論以提升行政知能的資訊交流管道。
    二、對學校行政之建議:
    (一)校長在決策的過程中應重視教師的意見。
    (二)校長與行政人員應以公平公正的態度來分配教師的學校工作。
    (三)校長應多了解「資淺」教師的需求與想法。
    (四)校長應多向「級任」教師表達決策理念。
    (五)行政單位制定工作前應衡量其他單位的能力。
    三、對學校教師之建議:
    (一)「資淺」教師應多向「資深」教師請益。
    (二)「級任」教師可多關懷學校工作以增加對組織公平的認知。
    (三)教師勿過度重視學生課業成績。
    四、對後續研究者的建議:
    (一)擴大研究樣本的範圍及對象。
    (二)增加質性訪談部分,補充問卷調查之不足。
    The purpose of this study was to explore the relationship of interaction between organizational justice and organizational conflict in Taipei county elementary schools. Survey research methodology was used for data collection. A stratified random sample of 515 elementary educators in Taipei county responded to the survey, and received 407 responses. A total of 370 questionnaires could be used, which represented a response rate of 79 %. All the quantitative data was analyzed by SPSS/12.0 version. Descriptive (frequencies, means, and mean differences), inferential (t-tests) statistics, one-way ANOVA, and Pearson product-moment correlation (r) were used for the data analysis.
    The major research findings were concluded from the study, including:
    1.Most of the elementary educators reported a high degree of total perceptions for oganizational justice.
    2.Most of the elementary educators reported a middle degree of total perceptions for oganizational conflict.
    3.Significant differences existed between elementary educators’demographic variables (gender, seniority, duty)with regard to perceptions for oganizational justice.
    4.There were significant differences in elementary educators’ perceptions for oganizational conflict based on elementary educators’demographic variables(gender, seniority, duty).
    5.The relationship between perceptions for organizational justice and total perceptions for oganizational conflict was significant and negative, more specifically in the correlation between procedural justice, interactiona justice and oganizational conflict.
    Finally, suggestions based on the above research findings were presented for educational authorities, school, school administrators and future researchers.
    1.The suggestions for the educational authorities:
    (1)The educational administrative organizations should offer the principals a practicing course that teaching to how to effectivlly communicate with the school educators periodically.
    (2)The male and female principals should learn each other. The more the principals find out themselves’ limitations,the less times organizational conflict happens.
    (3)To enhence to teach the principals and administrators the educational courses about organizational justice in the training process which were set up to cultivate the school educators to become the principals and administrators.
    (4)To establish a channel or duct that the school educators can exchange, share, and discuss informations of conflict affairs to promote the school educators’ administrative kwowledge and capability.
    2.The suggestions for the school administrators:
    (1)The principals should pay much attention to the school teachers’ opinions in the process making school policies.
    (2)The principals and administrators must distribute the school teachers’ administrational tasks fairly and justly.
    (3)The principals should comprehend the teachers’ demands and thoughts regularly.
    (4)The principals should express themselves’ concept of policy to the school teachers in charge of class.
    (5)The school administrators have to judge and communicate with other school administrative departments ,before they execute school administrational tasks.
    3.The suggestions for the school educators:
    (1)The junior teachers should ask the senior teachers for advices frequently.
    (2)The teachers in charge of class can raise themselves to recognize the cognitions of organzitional justice by caring for school administrational tasks.
    (3)The school teachers don’t attach importance to the students’ achievements in study excessively.
    4.The suggestions for the future researchers:
    (1)To enlarge the scope and the subject of the sample of research.
    (2)To increase qualitative interview to redeem the failure of questionnaire investigation.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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