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國民小學組織公平、專業承諾與 教師效能關係之研究

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圖 2-1  Aranya, Pollock 與 Amernic 專業模式( An Examination of Professional Commitment in Public Accounting” by N.Aranya, J
圖 2-3    Maehr 教師承諾發展模式圖(引自林勇輝,2004:18)          李新鄉(1994)同時認為教師的自尊和教師對於角色的認同,會影響教師對學校文化的 一致性、學校文化的差距和教師對專業工作知覺,再透過上述三者影響到教師的留業歸因, 最後形成教師的教育專業承諾(見圖 2-4)。  圖 2-4  李新鄉教育專業承諾發展模式(李新鄉,1994:134) 領導行為 學校文化 工作滿足 教師承諾 自尊 教師角色認同顯著性 學校文化一致性 學校文化差距 專業工作知覺  留業歸因  教育專業
表 3-3  專家適合度統計表  適合  修正後次數  刪除  題號  次數  百分比  次數  百分比 次數  百分比  結果  1  6 85.71 1 14.29 0  0  保留為 1 題  2  6 85.71 1 14.29 0  0  保留為 2 題  3 7 100 0 0 0 0  保留為 3 題  4  5 71.42 2 28.58 0  0  修正保留為 4 題  5  5 71.42 2 28.58 0  0  修正保留為 5 題 分 配 公 平  6  4 57.14 3 42.
表 3-3  專家適合度統計表(續) 1 7 100 0 0 0 0  保留為 20 題  2 7 100 0 0 0 0  保留為 21 題  3 7 100 0 0 0 0  保留為 22 題  4 7 100 0 0 0 0  保留為 23 題  5 7 100 0 0 0 0  保留為 24 題 專 業 關 係  6 7 100 0 0 0 0  保留為 25 題  1  6 85.71 1 14.29 0  0  修正保留為 1 題  2  4 57.14 1 14.29 2 28.57  刪除
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