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|Other Titles: ||A study on choices of advanced education and career satisfaction of military officer middle and high rank-a case for combined logistics command|
|Authors: ||曾世鑫;Tseng, Shih-shin|
洪英正;Hung, Ying-cheng;黃曼琴;Haung, Man-ching
|Keywords: ||深造教育;人格特質;成就動機;生涯策略;生涯滿意度;advanced education;personality traits;Achievement Motivation;career strategy;career satisfaction|
|Issue Date: ||2010-01-11 03:57:49 (UTC+8)|
A series of reforms in the nation’s armed forces have changed the officer attitude toward advanced education, the way how they evaluate career strategies, and therefore, the level of their career satisfaction. In this research, middle and high rank military officers who had completed their advanced education were selected as subjects to find out how personality traits, achievement motivation, and career strategies were related to career satisfaction. A questionnaire survey was carried out by convenience sampling to collect data, in order to discuss whether different advanced education programs had different effect on officers'' career satisfaction.
Under the Ministry of National Defense’s “Instructions on Education in Military Institutes of the Nation’s Armed Forces” (promulgated in 2001), military officers who intend to pursue advanced study may enroll in programs in either military institutes or non-military colleges or universities. Advanced programs available in military institutes focus on professional military affairs, such as battle management and ruses of war whereas ordinary colleges provide graduate and doctoral programs in different fields. For an individual, it is important to grasp chances to learn, pursue advanced education, acquire more professional skills, and develop potentials to make life more fulfilled, accumulate general capacities, get more prepared to take on greater responsibilities, and increase career satisfaction, self-confidence, and recognition (Jhu Jhen-ci, 2006).
This research first analyzed the following aspects assessed in the questionnaire: personality traits, achievement motivation, career strategy, and career satisfaction. Cronbach’s α was adapted to evaluate the internal consistency of respondents'' assessment in the questionnaire. Descriptive statistic analysis was used to explain the structure of the collected data. Cluster analysis was used to classify respondents into different groups. Finally, T-test analysis, one-way ANOVA, and Chi-square were used to find if there was any significant difference between the factors. The results are as follows:
1.Middle and high-rank military officers who had different personality traits, achievement motivations, and career strategies did not show a significant difference in their choices of advance education.
2.Those who had completed advanced education were found to have higher levels of satisfaction with their career development, especially those with a professional military educational background.
3.A significant difference was observed in personality traits, achievement motivation, and career strategy among respondents of different ages and rankings. A significant difference was found in personality traits and career strategy between those in different departments and positions. There was a significant difference in personality traits and career strategy between respondents with different seniorities. A significant difference was found in career strategy between groups of different sex and marital status.
The research intended to provide reference for military authorities in personnel administration matters, such as selection, training, placement, and manpower streamlining to achieve the goals of “placing the right person at the right place” and improving voluntary military officers’ career satisfaction.
|Appears in Collections:||[企業管理學系暨研究所] 學位論文|
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