個人-組織契合度重要嗎？心理資本、工作價值觀對大專教師組織承諾、生涯滿意度影響之研究

吳郁芬

doi:10.6846/TKU.2017.00662

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个人-组织契合度重要吗？心理资本、工作价值观对大专教师组织承诺、生涯满意度影响之研究

Is Person-Organization Fit a Significant Issue? A Research on the Influence of Psychological Capital and Work Values to the Organizational Commitment and Career Satisfaction of the Faculty at Colleges and Universities

吴郁芬 , 博士　　导师：洪英正　　

英文 DOI： 10.6846/TKU.2017.00662

心理资本；个人与组织契合度；组织承诺；工作价值观；生涯满意度； psychological capital ； person-organization fit ； organizational commitment ； work values ； career satisfaction

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摘要 │ 参考文献 (183) │ 国际计量

摘要〈TOP〉

台湾处於少子化危机，连带已影响至高等教育的发展。生源的减少，使得大专教师除本职工作外，另有招生压力，且学校会因学生数减少而影响其运作。这些情况与危机，造成大专教师在心理层面造成影响，因此本研究以大专教师的以个人-组织契合度为中介变数，探讨心理资本与工作价值观对组织承诺及生涯满意度的影响。
    心理资本是个体将内在的正面、积极的心理本质展现於外的行为，且拥有四项特质-自我效能、乐观、希望、韧性（Luthans et al., 2004）。组织承诺是指工作者对其企业组织的心理依附（Allen and Mayer, 1991），可分为价值承诺、努力承诺与留职承诺（Porter et al., 1974）、情感性承诺、规范性承诺与持续性承诺（Bhatti，2011）。Kristof （1996）指个人人格特质、信仰、目标、价值观与组织规范、组织目标及组织价值观的一致性程度，并提出补充性契合与互补性契合以及供给-需求契合与需要-能力契合。工作价值观是由个人价值观产生（Roe and Ester，1999），Ros (1991)并提出内在、外在、社会性与声望等四种工作价值值观。生涯满意则是在不同工作间的发展及升迁有评价及感受（Seibert and Kraimer, 2001），可分成外在与内在两种观点。外在生涯满意度是指将薪资、升迁视为满足的条件，内在生涯满意度则是含有认知成份，其影响至生涯非物质性考量，如个人成长、安全感等（Gattiker and Lauris, 1987，Goffnett，Cook，Williams and Gibson，2012）。
    本研究以大专教师为研究对象，包括专案与专技教师，采用便利抽样方式并用网路问卷收集样本资料。资料收集後采用项目与信度分析、探索型因素分析、验证型分析及回归分析进行统计分析与假设检验。
    依据329份问卷样本资料，分析得到的结果如下：
1.	假设1：大专教师心理资本对组织承诺有正向显着影响。
2.	假设2：大专教师心理资本对个人-组织契合度有正向显着影响。
3.	假设3：大专教师个人-组织契合度对组织承诺有正向显着影响。
4.	假设4：大专教师工作价值观对生涯满意度有正向显着影响。
5.	假设5： 大专教师工作价值观对个人-组织契合度有正向显着影响。
6.	假设6： 大专教师个人-组织契合度对生涯满意度有正向显着影响。
7.	假设7：大专教师心理资本对生涯满意度有正向显着影响。
8.	假设8：大专教师工作价值观对组织承诺有正向显着影响。
9.	假设9：大专教师个人-组织契合度在心理资本对组织承诺有显着中介效果。
10.	假设10：大专教师个人-组织契合度在心理资本对生涯满意度有显着中介效果。
11.	假设11：大专教师个人-组织契合度在工作价值观对组织承诺有显着中介效果。
12.	假设12：大专教师个人-组织契合度在工作价值观对生涯满意度有显着中介效果。
13.	假设13：不同个人与组织变项在心理资本、个人-组织契合度、组织承诺、生涯满意度、工作价值观等变项有显着差異。
    研究者依上述假设结果提出实务上建议大学需可依组织的特徵，建立个人-组织契合度评估指标，并将其视为考核一环，并依系所特性、职阶建立教师职能基准。此外，建立招聘流程标准与指标以减少学校与应徵者的期望与理念上的落差，以选聘适任的教师。对於在职教师应建立有效能的在职训练制度，并随时关注教师之心理状态。

并列摘要〈TOP〉

Taiwan has begun to address the impact of declining birthrates. Low birth rates have a wide range of effects, such as higher education development. Because numbers of high school students are reduced, most college teachers have a recruitment volume quota. In addition, losing original students will affect institutional operation. Thus, the study adopt person–organization fit as a mediator to explore the relations among psychological and work values to organizational commitment and career. 
      Psychological capital refers to individuals who present intrinsically positive and constructive psychological attributes in their external behavior. It has four components which are self-efficacy, optimism, hope and resiliency (Luthans, et al., 2004). Organizational commitment refers to the psychological attachment that employees have toward their enterprise organization (Allen and Mayer, 1990). Moreover, it can be classified into value commitment, effort commitment, retention commitment (Porter et al., 1974), affective commitment, normative commitment, and continuance commitment (Bhatti, 2011). Kristof (1996) proposed person–organization fit as a means of describing the degree to which the values and characteristics of individuals match the culture of organizations. Additionally, person–organization fit is divided into four categories which are supplementary fit, complementary fit, supplies–needs fit and demands–abilities fit. Roe and Ester (1999) argued that three relationships exist between individual values and work values. Ros (1991) proposed four work values which are intrinsic work values, extrinsic work values, social work values, and prestige work values. career satisfaction refers to positive assessment and perception regarding development and promotion at various periods or stages of a career (Seibert and Kraimer, 2001). Career satisfaction can be analyzed according to two perspectives, namely extrinsic and intrinsic. From the extrinsic perspective, salary and promotion are viewed as requisites to satisfaction. However, from the intrinsic perspective, satisfaction is influenced by nonmaterial cognitive factors such as individual growth and sense of security (Gattiker and Lauris, 1987; Goffnett et al., 2012).
      In the study, college teachers at various universities, institutes of technology and junior colleges were the research subjects, including project teachers and specialists. This research primarily involved applying a questionnaire survey. The questionnaire was issued through the Internet. Convenience sampling was employed in the survey. The origins of the research measures applied are item and reliability analysis, exploratory factor analysis, confirmatory factor analysis, and regression analysis in order to do statistics analysis and hypothesis verification. 
      According to 329 valid sample data, the results are shown below: 
H1: The psychological capital of college teachers positively influences their organizational commitment.
H2: The psychological capital of college teachers positively influences their person–organization fit.
H3: The person–organization fit of college teachers positively influences their organizational commitment.
H4: The work values of college teachers have a positive influence on their career satisfaction.
H5: The work values of college teachers have a positive influence on their person–organization fit.
H6: The person–organization fit of college teachers has a positive influence on their career satisfaction.
H7: The psychological capital of college teachers positively influences their career satisfaction.
H8: The work values of college and university teachers have      a significant influence on their organizational commitment.
H9: The person–organization fit of college teachers has a significant mediating effect on the influence of psychological capital on organizational commitment. 
H10: The person–organization fit of college teachers has a significant mediating effect on the influence of psychological capital on career satisfaction.
H11: The person–organization fit of college and university teachers has a significant mediating effect on the influence of work values on organizational commitment. 
H12: The person–organization fit of college teachers has a significant mediating effect on the influence of work values on career satisfaction. 
      The researcher provides practice suggestions in terms of the hypothesis results. Firstly, the institutions can establish person–organization fit assessment indicators based on organizational characteristics. In addition, they can be seen as a part of the assessment. Secondly, establishing an Occupational Competency Standard is a way to reduce the gap of expectation between institutions and applicants in order to hire suitable teachers. Thirdly, the institutions should establish recruitment process standards and indicators. Finally, the institutions should establish an effective system of on-the-job training and monitor teachers’ mental state.

参考文献 ( 183 ) 〈TOP〉

Ali, A. J., & Al-Kazemi, A. (2005). The Kuwaiti Manager: Work Values and Orientations. Journal of Business Ethics, 60(1), 63-73. doi:10.1007/s10551-005-2626-6
连结：
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance, and normative commitment to the organization. Journal of Occupational Psychology, 63, 1-18.
连结：
Alniaçik, E., Alniaçik, U., Erat, S., &Akçin, K. (2013). Does Person-organization Fit Moderate the Effects of Affective Commitment and Job Satisfaction on Turnover Intentions? Procedia - Social and Behavioral Sciences, 99, 274-281.
连结：
Arthur, M. B., Khapova, S. N., & Wilderom, C. P. M. (2005). Career success in a boundaryless career world. Journal of Organizational Behavior, 26(2), 177-202. doi:10.1002/job.290
连结：
Askun, D., Oz, E.U., A ̧skun, O.B. (2010). Understanding Managerial Work Values in Turkey, Journal of Business Ethics, 93, 103-114.
连结：

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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。