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目的:探讨中小学教师聘任制认知与组织承诺的关系。方法:问卷调查561名中小学教师,运用分层回归分析和结构方程模型处理数据。结果:①聘任制权益认知显著影响教师组织承诺的全部5个维度:感情承诺、氛围承诺、发展承诺、规范承诺和管理承诺;②聘任制发展认知显著影响教师的发展承诺。结论:优化聘任制措施可以提高组织承诺,其中,保护教师权益是关键。
Objective: To explore the relationship between the recognition of primary and secondary school teachers’ appointment system and organizational commitment. Methods: 561 primary and secondary school teachers were surveyed, and the data were processed by using hierarchical regression analysis and structural equation modeling. Results: (1) Appointment system cognition significantly affects all five dimensions of teacher’s organizational commitment: affective commitment, atmosphere commitment, development commitment, normative commitment and management commitment; ② Appointment system development awareness significantly affects teachers’ commitment to development. Conclusion: Optimizing the appointment system can enhance organizational commitment, among which the protection of teachers’ rights and interests is the key.