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通过问卷调查的方式,以来自甘肃省内各地的1097名教师为样本展开实证研究,探讨了西部地区中小学教师组织承诺的现状及其特点。研究发现:(1)大多数被调查教师的组织承诺处于中等水平,但也有相当比例的教师组织承诺较低;(2)教师的情感承诺最强,规范承诺则最弱;西部地区教师的规范承诺明显低于东部教师,而西部地区教师的持续承诺则大大高于东部教师;(3)初任教师的组织承诺及其分维度情感承诺、规范承诺都相对较高,但是随着教龄的增长逐渐降低,而后又呈现回升的趋势,但都不同程度地低于初任时的水平;另外,初任教师、成熟型教师的情感承诺都显著高于新教师;(4)教师持续承诺的变化曲线呈现出先低后高的特点;(5)农村教师的组织承诺及其各个维度都低于城市教师;(6)文科教师的组织承诺及其各个维度都高于理科教师;(7)教师的组织承诺及其各个维度不存在显著的性别差异和民族差异。
Through the questionnaire survey, 1097 teachers from all over Gansu Province conducted empirical research on the samples to explore the status quo and characteristics of the organizational commitment of primary and secondary school teachers in the western region. The findings are as follows: (1) The organizational commitment of most of the surveyed teachers is at a medium level, but a small proportion of teachers have lower organizational commitment; (2) the teachers have the strongest emotional commitment and the weaker normative commitment; and the teachers’ While the commitment of the teachers in the western region is much higher than that of the teachers in the east. (3) The organizational commitment of the first-time teachers and their emotional commitment and the standard commitment in each dimension are relatively high, but gradually increase with the increase of the teaching age (4) The continuous change of the teacher’s commitment shows that the first commitment of the teacher is the first of all the emotional commitment of the first-time teacher and the mature teacher are significantly higher than that of the new teacher (5) The organizational commitment of rural teachers and their individual dimensions are lower than that of urban teachers; (6) The organizational commitment of liberal arts teachers and their respective dimensions are higher than that of science teachers; (7) The organizational commitment of teachers and There are no significant gender and ethnic differences in their dimensions.