大學校院學生事務人員組織學習與工作效能之研究

A Study of Organizational Learning and Job Self-Efficacy of College Student Affairs Staff

李育枝(YU-CHIH Lee)

指導教授 ： 梁朝雲

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

本研究旨在瞭解大學校院學生事務人員組織學習與工作效能之現況及其在不同背景變項的差異情形，以及組織學習與工作效能的相關情形。
為達研究目的，本研究採橫斷式研究（cross-sectional study），以便利抽樣法選取台灣地區148所大學校院的學生事務工作人員為研究對象，並以「大學校院學生事務人員組織學習與工作效能調查問卷」進行調查，共發放2,400份問卷，回收問卷1,198份，其中有效問卷1,156份。
研究工具為「大學校院學生事務人員組織學習與工作效能問卷」，係參照國內外學者之量表依據研究對象加以修訂，其中組織學習構面為「知識獲取」、「資訊散播」、「資訊詮釋」及「組織記憶」；另工作效能構面為行政執行效能、學生輔導效能、自我發展效能、人際溝通效能及情緒調適效能。
根據研究結果發現：
一、大學校院學生事務人員知覺的組織學習為中等程度，其中以「資訊散播」構面之情況最為顯著，其次為「資訊詮釋」、「知識獲取」，而以「組織記憶」為最低。
二、大學校院學生事務人員知覺的工作效能為中等程度，其中以「自我發展」構面之效能最為顯著，其次為「行政執行」、「情緒調適」、「人際溝通」，而以「學生輔導」為最低。
三、不同職務、學校類型及學校地區大學校院學生事務人員之組織學習有部分顯著差異；不同性別、年齡、學歷、年資、組別、學校性質及學校規模之大學校院學務人員組織學習無顯著差異。
四、不同年齡、學歷、年資、職務、組別及學校性質之大學校院學務人員工作效能有部分顯著差異；不同性別、學校類型、學校規模及學校地區之大學校院學務人員工作效能無顯著差異。
五、大學校院學務人員組織學習與工作效能呈現正相關，且具有顯著典型相關。
本研究根據以上發現，提出建議，以作為大學校院學生事務相關單位、學生事務人員參考。

關鍵字

大學校院學生事務人員 ； 工作效能 ； 組織學習

並列摘要

The purposes of this study were to understand the current organizational learning and job self-efficacy among college student affairs staff, and to examine the differences resulted from related demographic variables. In addition, this study also attempted to examine relations between staff’s organizational learning and job self-efficacy.
The study utilized a cross-sectional research design. A convenience sampling method was used to select the survey candidates from 148 universities and colleges in Taiwan. The questionnaire used in this study was the self-designed “Questionnaire of College Student Affairs Staff’s Organizational Learning and Job Self-efficacy.” A total of 2,400 questionnaires were distributed, and 1,198 completed questionnaires were returned. Out of these responses, 1,156 were valid for further analyses.
The questionnaire used in this study consisted of three parts. The first part is for demographic data. The second part “organizational learning” covers four domains including: “knowledge acquisition,” “information distribution,” “information interpretation,” and “organizational memory”. The third part “job self-efficacy” composed of five domains including: “administrative competence,” “guidance belifs,” “self-development,” “interpersonal communication,” and “emotional adaptation”.
The findings of this study were summarized as follows:
1.The perception toward organizational learning of college student affairs staff reached an intermediate-high level. The highest factor was “information distribution,” followed by “knowledge acquisition” and “information interpretation”. The lowest factor was found to be “organizational memory”.
2.The perception toward job self-efficacy of college student affairs staff also reached an intermediate-high level. The highest factor was “self-development,” followed by “administrative competence,” “interpersonal communication,” and “emotional adaptation”. The lowest factor was “guidance belifs”.
3.In the aspect of organizational learning, the statistics showed that there were significant differences in the analyses of “positions,” “types of universities,” and “regions of universities,” while there were no significant differences in the other demographic variables.
4.In the aspect of job self-efficacy, the statistics showed that there were significant differences in the analyses of “ages,” “educational levels,” “years of service,” “positions,” “service units,” and “types of universities,” while there were no significant differences in the other demographic variables.
5.The results also showed that there was a significant canonical correlation between organizational learning and job self-efficacy of college student affairs staff.
On the basis of the findings identified above, a set of recommendations for professional practices and an agenda for further research were proposed at the end of this thesis.

並列關鍵字

College student affairs staff ； Job self-efficacy ； Organizational learning

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