高校教師組織認(rèn)同及其與組織公民行為之關(guān)系研究

1、高校教師組織認(rèn)同及其與組織公民行為之關(guān)系研究基于對(duì)Y大學(xué)的個(gè)案考察中文摘要所謂組織認(rèn)同就是組織成員以組織為中心，在組織活動(dòng)過程中尋求一致性的心理過程和行為傾向。它是組織成員在為組織工作的過程中以認(rèn)知為出發(fā)點(diǎn)，其間滲透著個(gè)人對(duì)組織的情感，并最終通過組織公民行為影響組織整體行為和目標(biāo)的心理與行為。而組織公民行為則是指組織成員在組織活動(dòng)中所表現(xiàn)出來的超出績(jī)效獎(jiǎng)勵(lì)以外的自覺自愿地對(duì)組織發(fā)展和目標(biāo)的實(shí)現(xiàn)有益的行為。本研究在綜合已有相關(guān)研究的基礎(chǔ)上，借鑒Meal等人編制的組織認(rèn)同經(jīng)典量表，在訪談、觀察、聽取專家意見的基礎(chǔ)上，進(jìn)行適當(dāng)修正，形成了一個(gè)新的高校教師組織認(rèn)同量表，通過驗(yàn)證，其信度和效度都符合統(tǒng)計(jì)

2、學(xué)分析之要求；組織公民行為量表主要采用Moorman和Blakely編制的四維度量表并進(jìn)行了適當(dāng)改編，其信度和效度亦符合統(tǒng)計(jì)學(xué)分析要求。本文考慮到條件的限制以及中國高校的同一性特點(diǎn)，單取Y大學(xué)教師作為考察對(duì)象。采用就近抽樣和滾雪球抽樣方法發(fā)放問卷165份，回收有效樣本116份，整個(gè)調(diào)查過程完全按照社會(huì)學(xué)實(shí)證調(diào)查要求進(jìn)行，并對(duì)回收資料進(jìn)行排除，確保資料的可靠性。本研究通過對(duì)調(diào)查數(shù)據(jù)的分析，確立了高校教師組織認(rèn)同所包含的三個(gè)維度：情感認(rèn)同、價(jià)值認(rèn)同和持續(xù)認(rèn)同。進(jìn)一步分析，還發(fā)現(xiàn)，高校教師組織認(rèn)同在人口統(tǒng)計(jì)學(xué)變量上存在差異，高校教師組織認(rèn)同對(duì)組織公民行為有著重要的影響。本研究為了彌補(bǔ)問卷調(diào)查不能深入

3、調(diào)查對(duì)象內(nèi)心的缺陷，采用就近抽樣方法對(duì)六位教師進(jìn)行了質(zhì)性研究，得出如下結(jié)論：一，當(dāng)前影響高校教師組織認(rèn)同的因素是多維的，其中尤以下述幾個(gè)方面較為突出：高校管理活動(dòng)中教師的參與度、教師的被尊重程度和被傾聽程度、教師被信任水平等。因此，本文提出要在高校管理活動(dòng)中加強(qiáng)教師參與學(xué)校管理活動(dòng)決策和實(shí)施的力度，充分調(diào)動(dòng)教師參與管理的積極性，尊重教師的意見，維護(hù)教師建議權(quán)，建立上下平等自由溝通的渠道，并且廣大高校管理者要胸懷寬廣，充分信任教師，建立信任機(jī)制，簡(jiǎn)化組織運(yùn)行的復(fù)雜度，從而提高教師對(duì)學(xué)校的組織認(rèn)同。關(guān)鍵詞：高校教師 組織認(rèn)同 組織公民行為 情感認(rèn)同 價(jià)值認(rèn)同 持續(xù)認(rèn)同A Study on Orga

4、nizational Identity of University Teachers and the Relationship between OI and OCB A Case Study of Y University AbstractIdentity as a phenomenon has interested early philosophers and psychological and sociological thinkers for a very long time. Thereby it can be stated that the concern with identity

5、 is literally an ancient one. The concept of organizational identity has its roots in the exploration of identity in an individual level. Later researchers started researching identity within groups and finally in an organization context. The concept of organizational identity was introduced by Albe

6、rt and Whettern in 1985. Based on their empirical research results, they suggested that characteristics of organization that its members perceive to be central, distinctive, and enduring (or continuing) in an organization when past, present and the future is taken into account. Organizations could n

7、ot survive or prosper without their members behaving as good citizens by engaging in all sorts of positive organization relevant behavior. Because of the importance of good citizenship for organizations, understanding the nature and sources of “Organizational Citizenship Behavior” (OCB) has long bee

8、n a high priority for organizational scholars and remains to be so. Organizational Citizenship Behavior has been defined by Organ as “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functio

9、ning of the organization.” This research has a new measure scale which is adapted Meals Organizational Identity Scale. The reliability and the validity of the new scale meet the needs of the research. The scale of OCB is adapted Moorman and Blakelys OCB Scale, including four dimensions, and the reli

10、ability and the validity are also acceptable.This study chooses Y University to take the survey, mainly taking the homogeneity of the Chinese universities and the conditions of the research into account. The study released 165 questionnaires through non-random sampling, getting 116 sampling as valid

11、ity. The research strictly comply with the rules of research of sociology in order to ensure the reliability of the data.According to the survey data, this thesis has probed three dimensions of the university teachers organizational identity: affective identity, values identity, continuance identity

12、. Through the further analysis, this study also discovered that the university teachers organizational identity differentiated in accordance with different variables. The data also discovered that University teachers organizational identity may influenced the organizational citizen behaviors of the

13、university teachers.This thesis made some qualitative research in order to make up for the questionnaire survey that could not penetrate the innermost feelings of the people who filled the questionnaires. The qualitative research drew some conclusion as follows: the factors that influenced the unive

14、rsity teachers organizational identity is multi-dimensional, among of them, several aspects are especially prominent: the participation frequency of teachers in the university management activities; the respected degree and the attentive degree of teachers in the management; the trusted degree of te

15、achers. Therefore, the thesis proposed that it would be strengthen the force of the teachers to take part in the school administrational decision-making and implementation activities, fully transfer the teachers enthusiasm to participate in the university management activities, respect the teachers opinions, protect the suggestion rights of the teachers, establish the free and equal communicational channel, and at the same time in order to enhance the teachers identity of the organization, the general university managers should have broad mind, fully trusting the teachers, e