【論文摘要】國民小學組織結構正式化、集中化與教師工作動機之關係

【論文摘要】A STUDY OF RELATIONSHIP BETWEEN STRUCTURED VARIABLES OF ORGANIZATIONAL FORMALIZATION AND CENTRALIZATION TO TEACHER WORK MOTIVATION IN ELEMENTARY SCHOOL

吳麗芬(Wu, Li-fen)

《國立臺灣師範大學教育研究所集刊》 29輯 (1987/06) Pp. 223-236

https://doi.org/10.6910/BGIENTNU.198706_(29).0016

並列摘要

The main purpose of this study was to examine the relationship between the operational degree of formalization and centralization of organizational structure and teacher work motivation in elementary schools in Taiwan, Republic of China. Organizational structure was defined in terms of Hage's axiomatic theory of organization. School means of formalization and centralization were used to describe the organizational structure of elementary schools. Teacher work motivation was defined in terms of the organization's reward systems as measured by expectancy theory as delineated by Vroom and Porter and Lawler. The method of this-study is survey approach, 105 public elementary schools were stratified ramdonly selected and 1095 teachers were then ramdonly sampled from these schools. Each of respondents completed two instruments. The first, School Organizational Structure Inventory, was designed to identify the degree of formalization and centralization found within organizational structure. The second, Teacher Work Motivation Scale, was designed to measure the level of teaching motivation of the respondents. Collected data were analyzed using statistical techniques as X^2-test, one way ANOVA, Scheffe's method for multiple comparison, Pearson's product-moment correlation. The major findings of the investigation were as follows: 1. There were significant differences among different area and size of elementary schools in the structured variables of organizational formalization and centralization. 2. There were significant differences among the degree of importance and possibility of rewards in the ratio of respondents. 3. There were no significant differences among different organizational and personal attributes (school area, size, years of service, and task) in teacher motivation to perform. 4a. There were significant differences among different area of elementary schools in teacher motivation related to support and recognition of parents and community. 4b. There were significant differences among different size of elementary schools in teacher motivation related to support and recognition of parents and community, principal's supervision-teaching, decisionmaking, and pride of workmanship. 4c. There were significant differences among different years of service in teacher motivation related to monetary rewards, principal's supervision-teaching, decisionmaking, interpersonal relations. 4d. There were significant differences among different task in teacher motivation related to decisionmaking. 5. Structured variables of organizational formalization related positively to teacher work motivation. 6. Structured variables of organizational centralization related negatively to teacher work motivation.