國民中學學校組織結構與教師工作疏離關係之研究

Abstract

本研究旨在探討學校組織結構與教師工作疏離之現況、相關性、及學校組織結構對教師工作疏離的影響力與預測力，並考驗不同背景變項的教師於工作疏離的差異情形。研究對象選取於桃竹苗地區共340位國民中學之專任教師、導師、與兼任行政職務教師為樣本，以自編問卷「國民中學教師工作疏離與學校組織結構量表」為研究工具從事問卷發放搜集資料，所回收之問卷採用描述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析、輸入性與逐步迴歸分析法進行資料分析，研究結果顯示：一、國民中學學校組織結構科層化與專業化系統皆偏高發展程度。二、國民中學教師工作疏離程度偏低。三、女性教師「自我疏離感」顯著高於男性教師。四、「41-50歲」年齡段的國民中學教師工作疏離感最為顯著。五、任教年資「6-10年」的教師「無規範感」顯著高於年資「21-30年」之教師。六、「專任教師」與「兼任導師」者，工作疏離感顯著高於「兼任行政組長」與「兼任行政主任」者。七、教育背景為「大學修習教育學程」和「師範大學（院）」的國民中學教師，工作疏離感顯著高於具「博士」與「碩士」學歷之教師。 八、不同學校規模的教師在工作疏離感無顯著差異。 九、國民中學學校組織結構權威階層發展程度越高，教師工作疏離程度越高。 十、國民中學學校組織結構專業自主發展程度越高，教師工作疏離程度越低。 十一、國民中學學校組織結構決策裁量權發展程度越高，教師工作疏離無力感越低。 十二、國民中學學校組織結構不講人情發展程度越高，教師工作疏離之孤立感、自我疏離感程度越低。 十三、國民中學學校組織結構專業化系統發展程度越高，教師工作疏離程度越低。 十四、國民中學學校組織結構權威階層、專業自主、及不講人情對教師工作疏離具預測力。

本研究根據研究結果，針對學校組織、教師及未來研究者提出建議，供國民中學、教師、及未來研究之參考。

The main purpose of this study is to investigate the current status and the correlation of work alienation, and school organizational structure of the national junior high school teachers; to examine the effects of different background variables of national junior high school teachers’ work alienation.The measures used in this research is"Junior High School Teachers’ Work Alienation and School Organizational Structure Scale". A total of 340 national junior high school teachers are as subjects. These collected data will analyze through describing statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis. The results of this study were as follows: 1. Both national junior high schools’ organizational structure of administrative system and teaching system were above the average. 2.The national junior high school teachers’ work alienation was under the average.3. Female teachers' sense of self-estrangement is significantly higher than male teachers. 4.Teachers from 41 to 50 years old have the highest significant sense of work alienation. 5. Teachers’ sense of normlessness with 6 to 10 years teaching experience are significantly higher than those with 21 to 30 years of teaching experience. 6. National junior high schools’ teachers and homeroom teachers have a significantly higher sense of work alienation than teachers with administrative position. 7. Teachers with educational program or graduated from normal schools have significantly higher sense of work alienation than teachers with doctor's degree or master's degree. 8. Different school sizes teachers have no significant difference of work alienation. 9. The higher development of hierarchy authority in school organizational structure, the higher degree of teachers' work alienation. 10. The higher degree of professional autonomy in the organizational structure of national middle schools, the lower degree of teachers' work alienation. 11. The higher development of teachers’ discretionary right in school organizational structure ofnational junior high schools, the lower sense of teachers' work powerlessness. 12. The higher development of school’s impersonal orientation in school organizational structure of national junior high schools, the lower sense of teachers' work isolation and self-estrangement. 13. The higher development of school’s specialized structure system of national junior high schools, the lower degree of teachers' work alienation. 14. The organizational structure of national junior high school’s hierarchy authority, professional autonomy and impersonal orientation have predictive power on teachers' work alienation.

Based on the results of this study , the researcher provides some suggestion for national junior high schools, teachers and future studies.