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E87096
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教師承諾計量特質之分析
The Analysis of Psychometric Properties of Teacher Commitment
1.黃瓊蓉
1.Chiung-jung Huang
1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
001,002,003,004
1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
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1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1997-08-01
A.14 計畫執行期間(訖):1998-07-31
A.16 收到日期:1998-11-27
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台中及彰化地區公私立小學、國中、高中及高職教師

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小學教師:850人; 國中與高中職教師:1076人


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C.2 聯絡日期:1999-01-14
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1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
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C.7 資料公開日期:2000-08-01
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1.生涯承諾
2.專業承諾
3.教師承諾
4.組織承諾
5.職務承諾
1.Career Commitment
2.Job Commitment
3.Organizational Commitment
4.Professional Commitment
5.Teacher Commitment
教 師承諾可包括教師對職務、組織及生涯等對象之承諾,這些承諾對象的構念效度,文獻中並未有系統的探討。本研究之目的即在瞭解教師承諾之構念,分析生涯承 諾、組織承諾及職務承諾之區別效度與幅合效度。為了達成此項目的,本研究採用結構方程式模式 (structural equation modeling),考驗教師承諾之計量(psychometric) 特質,研究發現:職務承諾與組織承諾是單一層面的概念,而生涯承諾究竟是多層面或單層面的概念,仍有爭議。根據適配指標,生涯承諾是多層面的概念,然其層 面間具有高至完全的相關,似乎間接地支持生涯承諾具有某種程度的單一層面特性。有關承諾對象的關係以斜交模式的適配最好,顯示各承諾對象是相關的。因為職 務承諾、組織承諾與生涯承諾的斜交模式獲得支持,本研究進而考驗二階因素模式,二階因素模式的適配降低,一般性教師承諾因素的存在受到質疑。因為承諾對象 的相關是屬於中度相關,而生涯承諾內隱因素的相關則屬於高相關,顯示不同承諾對象可測量不同的概念,其間的區別效度也堪稱良好。然生涯承諾次概念卻是極類 似的概念,其間的區別效度不佳。

Teacher commitment involves job, organizational, and career commitment, et al. Since little effort has devoted to the examination of construct validity of teacher commitment, the major purpose of this inquiry is to investigate the discriminant and convergent validity of job, organizational, and career commitment. To accomplish this aim, structural equation modeling, was utilized. The research findings are: (1) The construct of job commitment and organizational commitment is unidimensional; whereas the construct of career commitment is unclear. According to fit indices, career commitment seems to be multidimensional. However, the correlation among the subcomponents of career commitment is from high to perfect. This fact indirectly supports the construct of career commitment is unidimensional to some extent. (2) Since the oblique model is supported, the correlation among job commitment, organizational commitment, and career commitment can not be ignored. The hierarchical model is not supported and the existence of general teacher commitment is questioned. (3) The correlation among job commitment, organizational commitment, and career commitment is moderate which indicates different commitment somehow measures differential construct. The discriminant validity of the sub components of career commitment is far from desirable because their correlation is high.

D.16 完成檢誤日期:1999-08-21
D.17 預定釋出日期:0000-00-00
D.18 初次釋出日期:2000-08-01
D.19_1 最新版釋出日期:2000-08-01
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10.6141/TW-SRDA-E87096-1
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