大學教師評鑑滿意度對組織承諾的影響：以組織信任為中介變數

A Study on the Influences of the Satisfaction of University Faculty Evaluation on Organizational Commitment: with Organizational Trust as the Mediating Variable

盧佩芳(Pei-Fang Lu)

指導教授 ： 趙仁方 ； 黃一正

義守大學/管理學院/管理碩博士班/碩士(2016年)

摘要

有鑑於為提升大學教師教學品質，教育部於2005年開始要求各大專校院，將「教師績效評鑑」列為校務經營重點。為了解教師對評鑑制度的滿意程度是否會藉由對學校的組織信任，進而影響教師對學校組織的承諾，本研究以南部某大學教師為樣本進行研究。本研究採問卷方式進行，共發放了500份問卷，回收312份有效問卷，回收率63%。分析方法以迴歸分析、路徑分析、t檢定、單因子變異數分析等方式進行。研究結果顯示：教師對評鑑制度滿意度確實會影響教師對學校的組織承諾，並且教師對學校的組織信任也扮演兩構面間的中介角色。顯示在大學校院的組織架構下，要提高教師對學校的組織承諾，從教師對評鑑制度的滿意度及教師對學校的信任著手，將是必要的管道。此外，研究結果亦發現，39歲以下且年資在10年以下的受訪者，對教師評鑑有較高的滿意度。由於研究對象的學校實施教師評鑑僅近10年，其結果顯示出未經歷評鑑制度轉換的教師，較能接受教師評鑑的制度。

關鍵字

大學教師 ； 教師評鑑 ； 績效輔導 ； 滿意度 ； 組織信任 ； 組織承諾

並列摘要

In order to enhance the teaching quality of the faculty, the MOE requested all universities and colleges to set up the mechanism of “Teacher Evaluation” since 2005. The MOE regarded the mechanism as an important indicator in terms of the school management. This study aims at exploring whether the faculties’ satisfaction in “Teacher Evaluation” influences their organizational commitment via their organizational trust. Questionnaire survey is adopted in this study. Research subjects are the faculties in one university located in southern Taiwan. A total of 500 questionnaires was distributed and 312 valid ones were collected. The methods of regression analysis, path analysis, t-test and ANNOVA are employed to analyze the data collected.
The findings reveal that the faculties’ satisfaction with “Teacher Evaluation” did influence their organizational commitment towards the school. The faculties’ organizational trust towards the school was an mediating factor between these two dimensions. These findings indicate that if the school would like to enhance their faculties’ organizational commitment, it is essential for school to improve the faculties’ satisfaction with “Teacher Evaluation” and their trust in school under the structure of university and college. This study also finds out that the faculties who are under 39 years old and with no more than 10 years teaching experiences demonstrate higher satisfaction with the “Teacher Evaluation” mechanism. Since the university has implemented the “Teacher Evaluation” mechanism for less than a decade, the senior faculties who have never experienced “Teacher Evaluation” before the transition tend to exhibit lower acceptance of the mechanism.

並列關鍵字

university faculty ； faculty evaluation ； performance tutoring ； satisfaction ； organizational trust ； organizational commitment

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