本文選題：教師組織承諾　切入點(diǎn)：情感承諾　出處：《新疆師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：高校教師組織承諾是連接教師與學(xué)校的心理紐帶，與教師的工作態(tài)度、工作表現(xiàn)和去留傾向有密切關(guān)系，它不僅影響學(xué)校組織的效益與效能，而且與整個(gè)高等教育事業(yè)息息相關(guān)。本研究通過文獻(xiàn)分析法、問卷調(diào)查法、數(shù)理統(tǒng)計(jì)分析法，對(duì)烏魯木齊5所高校的300名專職教師進(jìn)行調(diào)查研究，初步分析高校教師組織承諾的現(xiàn)狀，探討個(gè)人因素、組織因素對(duì)高校教師組織承諾的影響，并根據(jù)研究的結(jié)果對(duì)管理機(jī)構(gòu)提出相關(guān)建議，以期提高教師的承諾水平、增強(qiáng)學(xué)校的管理效能。 實(shí)證研究結(jié)果表明：第一，烏魯木齊高校教師組織承諾處于中等水平，其中規(guī)范承諾水平最高，情感承諾次之，繼續(xù)承諾水平最低。第二，通過方差分析得出，個(gè)人因素對(duì)高校教師組織承諾及其各維度存在不同影響：性別、民族和學(xué)歷在高校教師情感承諾和繼續(xù)承諾上均有顯著差異；年齡在31-40歲的高校教師與30歲以下的高校教師在情感承諾、規(guī)范承諾上有顯著差異；已婚教師的規(guī)范承諾水平顯著高于未婚教師；教齡和職稱在高校教師組織承諾的各個(gè)維度上均不存在顯著性差異。第三，通過相關(guān)分析得出，組織因素中的組織支持、工作滿意度與教師組織承諾呈顯著的正相關(guān)；而工作壓力因素與組織承諾有負(fù)相關(guān)。第四，通過回歸分析得出，，高校教師感情承諾的主要影響因素包括專業(yè)支持、人際關(guān)系滿意度和組織功能壓力、人際溝通壓力；高校教師規(guī)范承諾的主要影響因素包括專業(yè)支持、工作本身滿意度、社會(huì)支持壓力；高校教師繼續(xù)承諾的影響因素包括生活支持、薪酬管理滿意度和職業(yè)發(fā)展壓力。 根據(jù)上述結(jié)論，本文從教師組織承諾的三個(gè)維度有針對(duì)性地提出了提高烏魯木齊高校教師組織承諾水平的對(duì)策和建議：第一，實(shí)行“以人為本”的職業(yè)生涯管理，提升高校教師組織承諾的整體水平；第二，創(chuàng)造良好的人際關(guān)系，促進(jìn)民族共同體，增強(qiáng)高校教師的情感承諾；第三，構(gòu)建和諧的社會(huì)支持體系，營造民主的高校文化，穩(wěn)固高校教師的規(guī)范承諾；第四，建立科學(xué)合理的薪酬管理體系，注重雙重需求，改善高校教師的繼續(xù)承諾。
[Abstract]:The organizational commitment of college teachers is the psychological link between teachers and schools, which is closely related to teachers' working attitude, job performance and retention tendency. It not only affects the efficiency and efficiency of school organization, but also influences the efficiency of the organization. And it is closely related to the whole cause of higher education. Through the methods of literature analysis, questionnaire investigation and mathematical statistics analysis, 300 full-time teachers in five colleges and universities in Urumqi are investigated and studied in this study. This paper analyzes the present situation of teachers' organizational commitment in colleges and universities, probes into the influence of individual factors and organizational factors on the organizational commitment of university teachers, and puts forward relevant suggestions to the management institutions according to the results of the research, in order to improve the teachers' commitment level. Enhance the efficiency of school management. The empirical results show that: first, the organizational commitment of teachers in Urumqi is at the middle level, among which the normative commitment is the highest, the affective commitment is the second, and the continuing commitment is the lowest. Personal factors have different influences on teachers' organizational commitment and its dimensions: gender, nationality and education have significant differences in teachers' emotional commitment and continuing commitment; There are significant differences in emotional commitment and normative commitment between college teachers aged 31-40 years and those under 30 years old, the level of normative commitment of married teachers is significantly higher than that of unmarried teachers. There is no significant difference between teaching age and professional title in all dimensions of teachers' organizational commitment. Thirdly, through correlation analysis, it is concluded that organizational support, job satisfaction and teachers' organizational commitment are significantly positively correlated with organizational factors; There is a negative correlation between job stress and organizational commitment. 4th. By regression analysis, it is concluded that the main influencing factors of college teachers' emotional commitment include professional support, interpersonal relationship satisfaction, organizational functional stress, interpersonal communication stress; The main influencing factors of college teachers' normative commitment include professional support, job satisfaction, social support pressure, and the influencing factors of college teachers' continuing commitment include life support, salary management satisfaction and career development pressure. According to the above conclusions, this paper puts forward the countermeasures and suggestions to improve the level of teachers' organizational commitment in Urumqi from the three dimensions of teachers' organizational commitment: first, to implement the "people-oriented" career management. Promote the overall level of university teachers' organizational commitment; second, create good interpersonal relations, promote national community, enhance the emotional commitment of university teachers; third, build a harmonious social support system, create a democratic university culture, In 4th, we should establish a scientific and reasonable salary management system, pay attention to double needs and improve the continuing commitment of college teachers.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G645.1

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