國小特教教師組織公平與組織承諾之研究

Abstract

摘 要

本研究旨在探討國民小學特教教師組織公平與組織承諾之關係。本研究採問卷調查法，抽取200位臺北縣國民小學特教教師為樣本，並以自編之「國小特教教師組織公平與組織承諾調查問卷」為工具進行調查。調查所得資料藉由SPSS套裝軟體進行描述統計、t考驗、單因子變異數分析、皮爾遜積差相關等統計方法，進行統計分析處理，據以回答本研究待答問題。 本研究依據文獻探討及問卷調查結果獲致以下六點結論： 一、 國小特教教師具有高度的組織公平感受，並以「分配公平」為最高，「程序公平」為最低。 二、 國小特教教師具有高度的組織承諾，並以「努力意願」為最高，「組織認同」為最低。 三、 未曾有輪調經驗的教師「程序公平」感受顯著高於曾在其他類別特教班級任教滿一年的教師。 四、 具備校級心評人員資格的教師「程序公平」感受顯著高於具備區級心評人員資格的教師，且無心評人員資格的教師「程序公平」感受顯著高於具備區級心評人員的教師。 五、 其他專業背景（師資班或學士後特教學分班或無特教背景）之教師「努力意願」覺知顯著高於師範院校特殊教育組/系之教師。 六、 國小特教教師組織公平與組織承諾有顯著正相關 最後，本研究依據文獻探討與實證研究結果，提出相關建議供實務者及後續研究者參考。

關鍵詞：特殊教育、特教教師、國小特教教師、組織公平、組織承諾

A Study of the Relationship between Organizational Justice and Organizational Commitment for Special Education Teachers in Elementary Schools

Tsai-Ling Feng

Abstract

The purposes of this study were to investigate the relationship between organizational justice and organizational commitment for special education teachers in elementary schools. This study employed the survey method. The subjects were 832 special education teachers in elementary schools in the Taipei county. To achieve the goals of this study, “A questionnaire on organizational justice and organizational commitment for special education teachers” was developed. Questionnaire data was analyzed by SPSS 12.0. The statistic methods included descriptive statistic, t-test, one-way ANOVA, Pearson product-moment correlation. The conclusions obtained from this study were summarized as follows: 1. The special education teachers in elementary schools show high degree in “organizational commitment”, and displayed the highest degree in “distributive justice”, and the lowest degree in “procedural justice”. 2. The special education teachers in elementary schools show high degree in “organizational justice”, and displayed the highest degree in “hard working attitude”, and the lowest degree in “organization recognition”. 3. Teachers who had not been rotated had higher perception of procedural justice than those who had been taught in the other kind special education class for more than one year. 4. Teachers of school special education diagnostician had higher perception of procedural justice than those of district special education diagnostician. Teachers who were not special education diagnostician had higher perception of procedural justice than those of district special education diagnostician. 5. Teachers from other professional training background (special education training programs, special education credit classes, or without special education professional training background) had higher perception of procedural justice than those who graduated from special education department at education schools. 6. Organizational justice was positively related to organization commitment. According to the conclusion from this study, the researcher provided some suggestions for educational administrative agencies, elementary schools, and future researchers to consult with in succession.

Key words: special education, special education teacher, special education teachers in elementary schools, organizational justice, organizational commitment