臺北市國民小學社區化幼童軍團服務員參與動機與組織承諾之研究

The Study of Participant Motives and Organizational Commitment of Community Cub Scout Leaders of Taipei City Elementary Schools.

杜瑋倫(Wei-Lun Tu)

指導教授 ： 呂建政

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2011年)

摘要

民國一百年，中華民國童軍也慶祝創始百周年，此時，臺北市約有四成四的國小幼童軍團，其服務員的人力來源漸漸改變中。過去，老師為主要帶領人員，現在，家長與社區人士的參與泛起了幼童軍團社區化的漣漪。
為了讓孩子有更豐富的學習體驗，臺北市教育局與童軍會積極推動學校團社區化，目前有44個團，有些團運作良好，有部份的團則面臨服務員青黃不接的困境。本研究係在探討幼童軍團服務員的參與動機與組織承諾及其相關情形：其中參與動機分為成就感動機、社交學習動機、意願實現動機與機構特質動機等四個構面；組織承諾包含努力意願、組織認同（機構管理）、留職傾向與組織認同（內在滿足）等四個構面。再依據研究結果提出建議，期能提供各團服務員召募與管理的施針方向。
本研究之研究工具為「童軍服務員參與動機量表」與「童軍服務員組織承諾量表」，首先請新北市國民小學社區化幼童軍團146位服務員參與預試，並藉此發展出正式之研究工具。接著以臺北市國民小學社區化幼童軍團的656位服務員為普查對象，得有效問卷490份，有效回收率74.6％。量化資料分析採用描述性統計、t檢定、單因子變異數分析、薛費法事後比較與皮爾森積差相關；質性資料部份則訪談7位服務員以了解服務員深層的想法。
綜合文獻探討與研究結果，獲得以下結論：
一、幼童軍服務員的參與動機認同情形
幼童軍服務員在「成就感動機」與「社交學習動機」構面認同程度為強。且部份不同個人背景變項的幼童軍服務員的參與動機認同程度有顯著差異。
二、幼童軍服務員的組織承諾符合情形
幼童軍服務員在所有組織承諾構面符合程度為強。且部份不同個人背景變項的幼童軍服務員的組織承諾符合程度有顯著差異。
三、幼童軍服務員的參與動機與組織承諾的相關情形
幼童軍服務員之「成就機動機」、「社交學習動機」與組織承諾各構面呈現中度正相關，「意願實現動機」與「機構特質動機」則與組織承諾各構面呈現低度正相關。整體而言，幼童軍服務員的參與動機與組織承諾的相關情形為正相關。
另外，依據訪談之結果，幼童軍服務員的參與動機除了個人成長與發揮所長外，有6位服務員的參與動機明顯是「為了孩子」而加入，因此，期待孩子成長與營造好的團體氣氛為服務員持續服務的主要動力。

關鍵字

幼童軍服務員 ； 社區化 ； 參與動機 ； 組織承諾

並列摘要

At the one hundredth birthday of the Republic of China, the Scouts of China also commemorates the one hundredth anniversary. At the same time, leaders in around 44% of the cub scout packs in Taipei city elementary schools are gradually changing. In the past, most of the cub scout leaders were teachers. Nowadays, cub scout packs has drawn more community attentions with parents and the community participations.

To enrich children’s learning experience, Department of Education of Taipei City Government and The Taipei City Council of the Scouts of China are actively promoting more school community scout groups. Among the 44 groups, some are well processing, some are facing the difficulty of temporary shortage of appropriate leaders. This study aims to discuss cub scout leaders’ participant motives and organizational commitment and the related factors. Four dimensions of participant motives are discussed, which are sense of achievement, socializing and learning, self-actualization, and the nature of the organization joined. Four dimensions in organizational commitment are also discussed, which are effort commitment, value commitment (organization management), retention commitment, and value commitment (inner satisfactory). Suggestions are made based on the results wishing to provide directions for cub scout leaders recruitment, management, and policy references.

The research tools employed here are the “cub scout leaders’ participant motives scale” and the “cub scout leaders’ organizational commitment scale.” The scales were pilot tested by 146 New Taipei City school community cub scout leaders. 656 Taipei City school community cub scout leaders were subjected as participants and 490 sets of the questionnaires were valid, which corresponds to 74.6% retrieval. Quantitative data was analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffe's posterior comparison and Pearson product-moment correlation. Seven cub scout leaders were interviewed to gather deeper thoughts for qualitative data.

Conclusions were drawn from both literature reviewed and the research results, as follows:
1. The degrees of identification of Cub scout leaders’ participant motives:
Cub scout leaders agree strongly on “sense of achievement” and “social learning” dimensions. Moreover, parts of the backgrounds of the cub scout leaders had significant differences on participant motives.
2. The degrees of identification of Cub scout leaders’ organizational commitment:
Cub scout leaders agree strongly in every dimensions of organizational commitment. Moreover, parts of the backgrounds of the cub scout leaders had significant differences on organizational commitment.
3. Relevance between cub scout leaders’ participant motives and organizational commitment:
Cub scout leaders’ “sense of achievement” and “socializing and learning” motives correlate positively and moderately with every dimensions of organizational commitment. “Self-actualization” and the “nature of the organization joined” motives correlate positively but lowly with every dimensions of organizational commitment. Overall, cub scout leaders’ participant motives and organizational commitment shown positive correlations.

In addition to the above discussions, according to the interview results, besides gaining personal growth and unleashing individual strengths as cub scout leaders’ participant motives, six out of seven of the cub scout leaders interviewed participated “for the children”. Therefore, wishing to see how children learn and grow in scout activities and cultivating nice group atmospheres are the key factors keeping cub scout leaders for continuing services.

並列關鍵字

cub scout leaders ； community ； participant motives ； organizational commitment

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