CAJ | 학술논문

通过问卷调查的方式,以来自甘肃省内各地的1097名教师为样本展开实证研究,探讨了西部地区中小学教师组织承诺的现状及其特点。研究发现：（1）大多数被调查教师的组织承诺处于中等水平,但也有相当比例的教师组织承诺较低;（2）教师的情感承诺最强,规范承诺则最弱;西部地区教师的规范承诺明显低于东部教师,而西部地区教师的持续承诺则大大高于东部教师;（3）初任教师的组织承诺及其分维度情感承诺、规范承诺都相对较高,但是随着教龄的增长逐渐降低,而后又呈现回升的趋势,但都不同程度地低于初任时的水平;另外,初任教师、成熟型教师的情感承诺都显著高于新教师;（4）教师持续承诺的变化曲线呈现出先低后高的特点;（5）农村教师的组织承诺及其各个维度都低于城市教师;（6）文科教师的组织承诺及其各个维度都高于理科教师;（7）教师的组织承诺及其各个维度不存在显著的性别差异和民族差异。
통과문권조사적방식,이래자감숙성내각지적1097명교사위양본전개실증연구,탐토료서부지구중소학교사조직승낙적현상급기특점。연구발현：（1）대다수피조사교사적조직승낙처우중등수평,단야유상당비례적교사조직승낙교저;（2）교사적정감승낙최강,규범승낙칙최약;서부지구교사적규범승낙명현저우동부교사,이서부지구교사적지속승낙칙대대고우동부교사;（3）초임교사적조직승낙급기분유도정감승낙、규범승낙도상대교고,단시수착교령적증장축점강저,이후우정현회승적추세,단도불동정도지저우초임시적수평;령외,초임교사、성숙형교사적정감승낙도현저고우신교사;（4）교사지속승낙적변화곡선정현출선저후고적특점;（5）농촌교사적조직승낙급기각개유도도저우성시교사;（6）문과교사적조직승낙급기각개유도도고우이과교사;（7）교사적조직승낙급기각개유도불존재현저적성별차이화민족차이。
The paper discusses the current situation and its characteristics of primary and middle school teachers＇ organizational commitment in west regions on the basis of the survey on 1097 teachers from Gansu Province by questionnaires.The findings are as the following： 1） organizational commitment of most teachers surveyed is at middle level,but there are a proportion of teachers with low organizational commitment;2） affective commitment of teachers is the highest,while normative commitment of teachers is the lowest;normative commitment of teachers in west regions is obviously lower than that in east regions,while continuance commitment of teachers in west regions is much higher than that in east regions;3） organizational commitment and its two sub-dimensions,affective commitment and normative commitment,of fresh teachers are relatively high,but the figures are decreasing gradually with the increase of their teaching age.Although the figures show a tendency of increase afterwards,they are lower than the original level;affective commitment of the beginner and mature teachers is higher than that of fresh teachers;4） teachers＇ continuance commitment is at lower level at first but then increase to a higher level;5） organizational commitment and its sub-dimensions of rural teachers are lower than that of urban teachers;6） organizational commitment and its sub-dimensions of art teachers are higher than that of science teachers;7） there is no significant difference in gender and ethnicity on organizational commitment and its sub-dimensions.