中学组织气氛测量及其与教师心理健康的相关分析

在借鉴国外有关学校组织气氛理论研究成果和我国教育实践调查的基础上,对中学组织气氛的结构因素进行了理论构想。通过探索性因素分析和验证性因素分析,发现学校组织气氛主要由管理气氛、教学气氛、学习气氛、人际气氛四个维度共23个因子构成的。在此基础上,编制了中学组织气氛量表。经考察,该量表具有较好的信度与效度。应用该量表探讨学校组织气氛与教师心理健康的关系。结果发现：学校管理气氛与教师心理疾病中的敌意因子,学习气氛与强迫、人际敏感、焦虑和敌意因子具有显著的正相关;教师心理疾病各因子与学校组织人际气氛具有负相关,但不显著;学习气氛与敌意和焦虑、管理气氛与敌意因子回归显著。     

学校组织气氛与教师工作绩效的关系分析

本研究借助于自编的学校组织气氛量表和教师工作绩效量表,通过对分层随机抽取的378名教师进行了调查,探讨了学校组织气氛与教师工作绩效的关系,结果发现学校组织气氛与教师工作绩效相关非常显著。回归分析和差异检验的结果进一步揭示:学校组织气氛是教师工作绩效的较好预测变量。其中,教学气氛是教师工作绩效的显著预测变量。同时,本研究还发现学校组织气氛对教师任务绩效影响非常显著,但对教师情境绩效影响不显著。     

学校组织健康与学生心理健康的相关性研究

探讨初中组织健康与学生心理健康的相关,结果表明,学校组织健康状况与学生心理健康水平相关十分显著,学校组织越健康,学生心理健康水平越高,置身于健康学校组织里和不健康学校组织里的学生,其心理健康水平差异显著;回归分析进一步表明,学校组织健康因子与学生心理健康因子有较好的回归关系,特别是校长倡导、关心体贴和校长影响力这三个组织健康因子与学生心理健康各因子回归显著。     

学校组织气氛对教师组织承诺的预测效应

问卷调查410名北京市中学教师,探讨了学校组织气氛对教师组织承诺的影响.结果表明:修订的《学校组织气氛问卷》是可靠而有效的适用于中学教师组织气氛相关研究的工具;在持续承诺维度上,本科学历的教师显著高于硕士学历的教师,高级职称的教师非常显著地高于中教二级的教师;所教学生人数的多少与情感承诺、规范承诺有显著的正相关;在控制了人口统计学变量之后,分层回归和优势分析发现:支持行为、同事行为和疏远行为对预测情感承诺做出了新的贡献,支持行为的贡献更大;支持行为和亲密行为对预测规范承诺做出了新贡献,支持行为的贡献更大;亲密行为能预测持续承诺.     

小学教师集体效能及其对自我效能功能的调节

通过对28所小学1299名教师的问卷调查,作者主要探讨了教师集体效能在解释学校间教师心理特征各方面差异时的重要性,及其对自我效能预测功能的调节作用。多层分析结果表明,（1）教师自我效能对教师心理特征各方面的表现有显著的预测作用,这一预测作用存在学校间的差异;（2）教师集体效能高的学校,教师的工作满意度、内在动机、工作投入、同事关系满意度平均较高,离职倾向较低;（3）教师集体效能对自我效能与工作满意度等心理特征各方面的关系有显著调节作用,集体效能高的学校,自我效能对教师心理特征诸方面表现的预测力较强     

中小学教师工作满意度与教学动机的关系

以1197名中小学教师为被试,通过问卷调查考察工作满意度与教学动机的关系。典型相关分析发现两组变量之间存在三对典型相关关系:环境满意度、升迁进修满意度、收入满意度和管理满意度作为抑制变量强化了活动满意度与内部动机的正相关;活动满意度和收入满意度对环境满意度与外部动机的正相关关系有调节作用,管理满意度作为抑制变量影响着升迁进修满意度、环境满意度与外部内化动机之间的负相关关系。鉴于工作满意度对教学动机的影响更为明显,采用分层回归分析进一步明确了可能存在显著回归效应。     

高校教师知识共享态度的相关研究

以151名高校教师为测查对象,采用“高校教师知识共享问卷”等研究工具,考察工作态度、组织特征等因素与高校教师知识共享态度之间的关系.结果发现:(1)文、理科教师之间在避损性共享和人际性共享上存在显著差异;(2)组织认同、工作满意度、知识特性和学科与避损性共享存在显著相关;(3)组织认同、工作满意度、工作意义、工作奉献、组织特性和学科与人际性共享存在显著相关.研究表明,理科教师的共享态度较文科教师更为积极;知识共享除了与工作态度有关之外,也与软硬件环境有关.     

护士组织伦理气氛认知的研究进展

通过查阅国内外文献,从概念、类型、评估工具以及国内外研究现状出发,对护士组织伦理气氛的研究进行概述。研究发现,国内有关护士组织伦理气氛认知的研究较为缺乏且局限,采用的测量工具过于单一,未采用针对护士的组织伦理气氛量表。国内外研究中,大多采用量性研究来探讨护士组织伦理气氛认知状况,且医院管理部门如何采取有效措施塑造适合医院发展的伦理气氛的相关研究较少。为此,应加强相关研究,以明确组织内的伦理气氛类型,采取相应措施,塑造良好的伦理气氛,以提高护士工作满意度,进而提升服务质量。     

教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果,作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节,教师自我效能高的教师．工作压力所带来的负面影响较小;在考虑了教师自我效能的调节作用后,教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用,在集体效能高的学校中的教师,工作压力的负面影响较弱。     

教师工作满意度的影响因素结构模型研究

通过对317名教师的问卷调查,建立了教师工作满意度的影响因素结构模型。研究发现,组织氛围、课程改革参与性是教师工作满意度的直接影响因素,其对教师工作满意度的作用是正向的。工作满意度是影响教师职业承诺、工作主动性,以及职业倦怠的重要中介变量。组织氛围能提升教师的职业承诺。课程改革参与性不仅能增强教师的工作主动性,而且能降低教师的职业倦怠。     

A Compositional Analysis of the Organizational Climate-Performance Relation: Public Schools as Organizations

The present study examined specific aspects of organizational climate related to job satisfaction, employee turnover, and organizational performance in public elementary schools. Survey data were obtained from school staff and students and from school district archives. Hypotheses tested included: (1) Employee perceptions of organizational climate and job satisfaction, when aggregated to an organizational level, would represent group-level constructs; (2) Employee perceptions of positive organizational climate would be associated with higher levels of job satisfaction and organizational performance and with lower levels of employee turnover; (3) Relations of organizational climate to organizational performance and to employee turnover would be mediated by employee job satisfaction; and (4) Employee perceptions of positive organizational climate and job satisfaction would be associated with less achievement disparity between minority and non-minority students. Study results supported all but one hypothesis. There was no evidence for the mediating effects of job satisfaction on relations of organizational climate to organizational performance and to employee turnover. Results were consistent with the broader organizational literature, which has shown the importance of orderly work environments, collegial relations, and supportive leaders for effectively functioning groups and organizations.     

AN EMPIRICAL ASSESSMENT OF THE EFFECTS OF AFFECTIVE RESPONSE IN THE MEASUREMENT OF ORGANIZATIONAL CLIMATE*

The purpose of this study was to determine whether an affective response affects the dimensionality of perceptual measures of organizational climate. To accomplish this 8,938 nonsupervisory employees of a large utility completed both an organizational climate questionnaire and a measure of job satisfaction. The raw scores on the climate instrument were factor analyzed. Then the job satisfaction scores were partialed out of the intercorrelations of the items making up the climate instrument and the residual scores were submitted to a factor analysis. The results suggest that partialing job satisfaction out of responses to an organizational climate questionnaire served to improve the dimensionality of the climate instrument.     

Teachers' feeling of belonging, exhaustion, and job satisfaction: the role of school goal structure and value consonance

In their daily teaching and classroom management, teachers inevitably communicate and represent values. The purpose of this study was to explore relations between teachers' perception of school level values represented by the goal structure of the school and value consonance (the degree to which they felt that they shared the prevailing norms and values at the school), teachers' feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. The participants were 231 Norwegian teachers in elementary school and middle school. Data were analyzed by means of structural equation modeling (SEM). Teachers' perception of mastery goal structure was strongly and positively related to value consonance and negatively related to emotional exhaustion, whereas performance goal structure, in the SEM model, was not significantly related to these constructs. Furthermore, value consonance was positively related to teachers' feeling of belonging and job satisfaction, whereas emotional exhaustion was negatively associated with job satisfaction. Job satisfaction was the strongest predictor of motivation to leave the teaching profession. A practical implication of the study is that educational goals and values should be explicitly discussed and clarified, both by education authorities and at the school level.     

Improving Teacher Job Satisfaction: The Roles of Social Capital,Teacher Efficacy,and Support

In this study, we examine how social capital, teacher efficacy, and organizational support increase teacher job satisfaction. Research suggests that teachers worldwide are exceedingly dissatisfied with their jobs and have significantly higher levels of turnover than their counterparts in other professions. We investigate this phenomenon using a sample of 122 elementary school teachers. We found that teachers’ centrality position, or each teacher’s relationship with every other teacher, in their school’s trust network and the density of a teacher’s academic advice ego-network predicted the development of teacher job satisfaction. Additionally, we found that teacher efficacy mediated the relationship between teacher’s trust and academic advice relationships and job satisfaction, and perceived organizational support strengthened the relationship between teacher efficacy and job satisfaction. The article concludes by offering implications of the findings for both administrators and teachers as well as for the social capital, teaching efficacy, and teacher job satisfaction literatures.     

教师职业认同与情感承诺的关系：工作满意度的中介作用

基于社会认同理论,采用教师职业认同量表、工作满意度量表和情感承诺问卷对234名中学教师进行调查,考察教师职业认同与情感承诺的关系,以及工作满意度在这一关系中的中介作用。结果表明：（1）职业认同、工作满意度和情感承诺均呈显著正相关;（2）职业认同可以正向显著地直接预测情感承诺,同时又通过工作满意度的中介作用对情感承诺产生间接的预测作用。     

工作对家庭的增益与中小学教师的工作满意度:职业认同的中介作用及其性别差异

探究工作对家庭的增益影响中小学教师工作满意度的过程机制。采用纵向设计对760名中小学教师进行问卷调查,时间点1测查人口学变量和工作对家庭的增益,时间点2测查职业认同和工作满意度。结果发现:(1)工作对家庭的增益能够显著正向预测工作满意度;(2)职业认同在工作对家庭的增益与工作满意度的关系中起部分中介作用;(3)性别对此中介过程的前半段路径具有调节作用,表现为男教师的工作对家庭的增益对职业认同的预测效力更高。结果表明:工作对家庭的增益显著影响中小学教师的工作满意度,职业认同在此影响过程中具有中介作用,且这一中介作用存在性别差异。