我國大學院校軍訓教官工作投入社會支持與工作滿足之研究

Research into Job Involvement, Social Support and Job Satisfaction by Military Training Instructor at College and University in Taiwan

鄭燕莉(Yan-Li Zheng)

指導教授 ： 張雪梅

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(2006年)

摘要

本研究旨在探討我國大學院校軍訓教官工作投入、社會支持與工作滿足之現況、關係及有關的影響因素。
本研究採用問卷調查法的調查研究法及開放性問卷法，以全國大學院校1328位軍訓教官為研究對象，實施系統抽樣方式，並以「大學院校軍訓教官工作投入、社會支持與工作滿足調查問卷」為研究工具來探討。本研究主要以t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等統計方法進行資料處理分析，得到以下結論：
壹、量表調查發現
一、不同職務的軍訓教官在「工作投入」、「社會支持」及「工作滿足」上，
顯示擔任「軍訓室主任」的軍訓教官在這三個面向上均顯著高於一般教官。二、已婚的軍訓教官在「工作投入」、「社會支持」及「工作滿足」層面上
均顯著高於其它婚姻狀態的軍訓教官。
三、軍訓教官背景變項、工作投入、社會支持對工作滿足之預測情形，其中以
「親友家人」、「工作比重」、「直屬長官」及「工作認同」四個變項能
預測整體工作滿足的程度。
貳、開放性問題發現
一、軍訓制度改進方案」中「遇缺不補」的政策，超過半數的軍訓教官認為對工作投入、工作士氣及品質有影響。
二、有關增進「社會支持」方面，超過半數的軍訓教官認為軍訓教官應盡其本分，積極參與學務工作，並做好教學、生輔、校安工作。
三、近半數的軍訓教官認為教學、生輔、行政三者相輔相成，不可將軍訓教官的功能侷限於「教學者」，並請協助申請教師證。
四、對於「生活輔導」、「校園安全」，改由「文職或保全人員」替代，贊成與反對的聲音參半。
最後，依據發現與結論，分別針對軍訓教官、學校、相關教育主管機關及學術未來研究提出具體建議。

關鍵字：大學院校軍訓教官、工作投入、工作滿足、社會支持

關鍵字

大學院校軍訓教官 ； 工作投入 ； 工作滿足 ； 社會支持

並列摘要

This research aims to probe into the status quo and relationships of job involvement, social support and job satisfaction by military training instructor at college and university in Taiwan as well as the influential factors.
Practicing questionnaire survey and open-ended questionnaire, this research takes 1328 military training instructors at colleges and universities in Taiwan as the subjects. Further to carry out systematic sampling, this study takes “Questionnaire survey on job engagement, social support and job satisfaction by military training instructor at college and university in Taiwan” as the research instrument for an advanced exploration. By means of t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple-regression analysis to conduct the analysis of data processing, findings show:
I. Finding from Scale Survey
1. Instructors taking up the position of “Director of Military Training Office” show significant higher “Job Engagement,” “Social Support” and “Job Satisfaction” than that of general instructors.
2. Married instructors show significant higher on “Job Involvement,” “Social Support” and “Job Satisfaction” than that of instructors with other married statuses.
3. In the prediction condition on job satisfaction by military training instructor’s background variables, job engagement and social support, the four variables of “Relatives, friends and family members,” “Working ratio,” “Immediate supervisors” and “job recognition” can predict the level of overall job satisfaction.
2. Finding from Open-Ended Survey Question
1. More than half of military training instructors deem that the policy of “Not to Complement When Having Job Vacancy” under “Improving Scheme for Military Training” affects job involvement, job morale and quality.
2. In the respect of enhancing “Social Support,” more than half of military training instructors deem that the instructors should do their duty and participate in student affairs actively as well as fulfill their duties on teaching, counseling and campus security.
3. Nearly half of military training instructors recognize that teaching, student counseling and administration should complement each other by never confining military training instructor’ functions to the role of “An instructor,” but assisting teachers in applying for teacher’s license.
4. Half of military training instructors agree with and oppose, respectively, the replacement of duties on “Life counseling” and “Campus safety” by “Clerks or security guardians.”

This research would set forth concrete suggestions on military training instructor, school, authority concerned governing education and future academic research in the light of findings and conclusions.

Key Words: Job Involvement, Job Satisfaction, Military Training Instructor in College and University, Social Support

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