| Abstract: | 台中市國小教師組織承諾、自我效能與知識分享之關係研究摘要本研究旨在探討國小教師組織承諾、自我效能與知識分享之關係。採用問卷調查法，以台中市市立國小教師為母群體，以學校規模大小作為分層標準，共抽取21所小學，有效樣本408位國小教師作為研究對象，以「國民小學教師組織承諾量表」、「國民小學教師自我效能量表」與「國民小學教師知識分享量表」作為本研究之研究工具，蒐集資料後，以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關、多元迴歸分析與階層迴歸分析等統計方法考驗假設。研究結果如下：一、台中市市立國小教師組織承諾、自我效能和知識分享屬於中上程度。二、性別在國小教師組織承諾的「努力意願」向度上達顯著差異，女性教師之「努力意願」顯著高於男性教師。而在自我效能與知識分享上無顯著差異。三、不同年資之國小教師在「組織認同」、「努力意願」、「留職傾向」和「工作脈絡效能」上呈現顯著差異。四、不同學歷、職務、學校規模之國小教師在組織承諾、自我效能與知識分享上無顯著差異。五、國小教師組織承諾、自我效能與知識分享之間皆呈現正相關。六、「努力意願」、「個人教學效能」和「一般教學效能」可正向預測知識分享之「分享個人內在知識」、「分享學習機會」和「促進他人學習」三個層面。七、自我效能為組織承諾與知識分享之間的中介變項。最後，根據研究發現提出建議，以供教育行政機關、學校、教師及未來研究參考。關鍵詞：國小教師、組織承諾、自我效能、知識分享
The Relations among Organizational Commitment, Self-efficacy and Knowledge Sharing by Teachers of Taichung City Elementary SchoolsAbstractThe purpose of this study was to examine the relations among organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharing by the teachers of Taichung City elementary schools. The research was conducted by questionnaire survey. By means of stratified random sampling, the researcher had 408 valid samples from 21 Taichung city elementary schools. Three instruments were used in this study. These were: Teacher’s Organizational commitment Scale, Teacher’s Self-efficacy Scale and Teacher’s Knowledge sharing Scale. The methods to analyze were descriptive statistics, independent sample t-test, one-way ANOVA, pearson product-moment correlation, multiple regression and hierarchical regression with SPSS 17.0 Chinese Version. The findings were:1. The survey of teachers’ organizational commitment, self-efficacy and knowledge sharing were above average. 2. There was significant difference on sex for “the desire to work hard”, but there were no significant differences for teachers’ self-efficacy and knowledge sharing.3. There were significant differences on different years of experience for teachers’ organizational identification, the desire to work hard, the inclination to take off for a rest, and the efficacy for the context of team work.4. There were no significant differences on different educational degree, the position of teachers, and different school size for teachers’ organizational commitment, self-efficacy and knowledge sharing.5. There were positive and significant correlations among all dimensions of teacher's organizational commitment, self-efficacy and knowledge sharing.6. The teachers’ organizational commitment and self-efficacy could significantly predict knowledge sharing.7. The teachers’ self-efficacy was the mediator between organizational commitment and knowledge sharing.The researcher would offer suggestions from findings as references for educational administrative institutions, schools, teachers and further studies. Keywords: teacher of elementary school, organizational commitment, self-efficacy, knowledge sharing |
