應用品質機能展開在國小教師對學校心理契約的期望與滿意度之研究

Application of Quality Function Deployment in Expectation and Satisfaction of Psychological Contract for Elementary School Teachers

林宜亭(Yi-Ting Lin)

指導教授 ： 鄧誠中 ； 紀麗秋

國立虎尾科技大學/管理學院/企業管理系經營管理碩士在職專班/碩士(2017年)

摘要

本研究以雲林縣國小教師為對象，探討教師對於學校心理契約的期望與滿意度之現況及差異性並應用品質機能展開找出影響心理契約的學校行政管理單位之百分比。主要研究結果如下：
一、心理契約的教師期望平均數最高的構面是教學環境協助支援，而且在所有題項中，教師期望平均數排序前5名分別是「學校應盡力維護校園的安寧」，「學校管理階層應公平對待每一位教師」，「學校應主動提供充足的軟硬體設備」，「學校應積極建立一個互助互信和諧的學校氣氛」，「學校應提供規畫完備的教學環境」。
二、心理契約的教師滿意度平均數最低的構面是提供兼任行政教師資源，而且在所有題項中，教師滿意度平均數最後5名分別是「學校應訂定公平合理的辦法以鼓勵教師兼任行政工作」，「學校應平衡教師在教學與兼任行政之工作量」，「學校應設置溝通機制或管道以傾聽教師的聲音」，「學校應替教師爭取更完善的福利措施」，「學校應適當協助兼任行政教師所遇到的問題」。
三、國小教師心理契約期望與滿意度各題項差距最大的部分，可以使用期望值-滿意度模式分析中的第四象限：有待改善區域取代之。
四、國小教師心理契約期望與滿意度各題項差距最小的部分，可以使用期望值-滿意度模式分析中的的第二象限：過剩區域 (surplus area)與第三象限：不必費心區域 (care-free area)取代之。
五、心理契約教師期望與滿意度之皮爾森積差相關係數r = - 0.182，它是屬於負的極低度相關。
六、國小教師心理契約期望與滿意度線性迴歸方程式為 。七、影響心理契約的學校行政管理單位之百分比分別為校長為37.18%、教務處為20.61%、訓導處為19.36%、總務處為14.27%與教師為8.58%。

關鍵字

國小教師 ； 心理契約 ； 品質機能展開 ； 期望 ； 滿意度

並列摘要

The purpose of this research is to analyze expectation and satisfaction of psychological contract for elementary school teachers', and to find out a percentage of administration organization in using quality function deployment. The main results are as follows: (1) The dimension of the highest expectation in the psychological contract is that the teaching environment must be supported, as well as the rank of the top five expectations are that the school maintains campus safety at the best, every teacher is treated fairly by school, the school should take the initiative to provide sufficient hardware and software equitment, the school should actively establish a mutual, trust and harmony school atmosphere, the school should provide a well- planned teaching environment. (2) The dimension of the lowest satisfaction in the psychological contract is that the school provides a teaching resources for the part-time administrative teacher , as well as the rank of the last five satisfactions are that the school should set fair and reasonable regulations in order to encourage the part-time administrative teachers ,the school has to make a balance between teaching and part-time administrative work, the school set up the communication way in order to listen the voice of teachers, the school tries to get a perfect welfare measure for teachers, the school should help the part-time administrative teacher when face the problem. (3) The most differential item between expectation and satisfaction in the psychological contract can be replaced by the expectation-satisfaction model in the fourth quadrant: to be improved. (4) The least differential item between expectation and satisfaction in the psychological contract can be replaced by the expectation-satisfaction model in the second quadrant: surplus area and the third quadrant: care-free area. (5) Pearson product-moment correlation coefficient between expectation and satisfaction in the psychological contract is r = - 0.182, which is a negative and extra low correlation. (6) The linear regression equation between expectation and satisfaction in the psychological contract is . (7) The percentage of the most significant administration organization in the psychological contract is principal, which accounts for 37.18%, followed by instructional affairs (20.61%), students affairs (19.36%) and general affairs (14.27%), and the teacher only account for 8.58% of the total effect, respectively.

並列關鍵字

Elementary School Teacher ； Psychological Contract ； Quality Function Deployment ； Expectation ； Satisfaction

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