- 學位論文
How Teachers’ Professional Interactions Influence Affective Organizational Commitment in Higher Education Institutions: The Mediating Role of Trust
How Teachers’ Professional Interactions Influence Affective Organizational Commitment in Higher Education Institutions: The Mediating Role of Trust
並列摘要
The purpose of this paper was to examine the relationship among teachers’ professional interactions, their trust in colleagues and their job attitudes. Outdegree centrality and strength of tie were used to examine teachers’ professional interactions, and affective organizational commitment was job attitude studied. The teachers from two departments, which are Architecture and Economics, of Da Nang Architecture University in Vietnam is chosen to be respondents of this study. Data was collected through three-part questionnaire and interview method also was adopted to gather information for backing up the discussion. The findings of this study are expected not only to provide an empirical evidence to demonstrate the relationship between teachers’ professional networks and their affective organizational commitment through their trust among faculty members but also illuminate further understanding to principals and teachers in this university about the importance of professional interaction among teachers and its impacts on organizational attitudes, then, leads to school improvement. It is found that, teachers in two examined departments, Architecture and Economics, interacted to build up their professional networks. The major way of interactions among teachers is through discussions on teaching matters. These professional interactions contribute to positive work attitudes, particularly affective organizational commitment. More importantly, teachers can enhance their affective commitment towards organization through interacting with their colleagues and building up their trust.