【摘要】：一般來說,增強個體的組織公平感可以提升其組織承諾水平,這樣有利于減弱離職意向和減少職行為。本文研究在回顧國內(nèi)外已有離職研究成果基礎(chǔ)上,以高校教師為樣本,以組織公平、組織承諾為變量構(gòu)建離職模型,來研究高校教師離職傾向受組織公平、組織承諾的影響,從而為高校管理者提高教師組織公平與組織承諾水平,減少教師離職傾向提供理論依據(jù)及管理建議。 本文調(diào)查了南京地區(qū)6所高校的教師,獲得了有效調(diào)查問卷669份,采用因子分析和結(jié)構(gòu)方程分析方法,運用SPSS17.0和AMOS7.0軟件進行模型檢驗,得到如下結(jié)論：(1)高校教師組織公平感和組織承諾的三維度劃分是符合樣本數(shù)據(jù)的；(2)組織公平三個維度中,分配公平對高校教師組織承諾的影響最為顯著,尤其對持續(xù)承諾影響最大；(3)高校教師的規(guī)范承諾水平很大程度上受程序公平影響;(4)互動公平與高校教師情感承諾之間具有高度相關(guān)性；(5)分配公平、程序公平對高校教師離職傾向具有顯著影響,互動公平對高校教師離職傾向的影響較小；(6)組織承諾在分高校教師組織公平感與離職傾向之間承擔(dān)完全中介作用。
[Abstract]:Generally speaking, enhancing an individual's sense of organizational fairness can enhance their organizational commitment, which helps to reduce turnover intention and job behavior. On the basis of reviewing the existing turnover research results at home and abroad, this paper studies the influence of organizational fairness and organizational commitment on the turnover intention of university teachers, taking university teachers as a sample, organizational commitment as a variable, and organizational commitment as a variable to construct a turnover model. Therefore, it provides theoretical basis and management advice for university administrators to improve teachers' organizational fairness and organizational commitment level, and to reduce teachers' turnover intention. In this paper, the teachers of 6 universities in Nanjing area were investigated, and 669 effective questionnaires were obtained. The method of factor analysis and structural equation analysis was used to test the model by using SPSS17.0 and AMOS7.0 software. The conclusions are as follows: (1) the three dimensional division of organizational fairness and organizational commitment of college teachers is consistent with the sample data; (2) among the three dimensions of organizational justice, distributive equity has the most significant impact on teachers' organizational commitment, especially on continuing commitment; (3) the standard commitment level of university teachers is greatly influenced by procedural equity, (4) there is a high correlation between interactive fairness and college teachers' emotional commitment. (5) Distribution fairness, procedural fairness has significant influence on college teachers' turnover intention, and interactive fairness has little effect on college teachers' turnover intention; (6) organizational commitment plays a complete intermediary role between the sense of organizational fairness and turnover intention of teachers in colleges and universities.
【學(xué)位授予單位】：南京理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G645.5

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