驗證性因素分析於瞭解生涯承諾構念效度性的應用

An Application of Confirmatory Factor Analysis to Examine the Construct Validity of Career Commitment

教師承諾可包括教師對生涯、組織與職務等對象之投入狀態，在這些承諾對象中，以生涯承諾的定義最為模糊且分歧。所以本研究的目的在運用驗證性因素分析，探討生涯承諾的構念效度。本研究以London（1983）的理論為基礎，研究發現多層面斜效模式與資料的適配最好，顯示生涯承諾應是多向度的概念，且構成生涯承諾的組成分間有相關存在。而多層面直交模式與資料的適配不佳，可見將生涯承諾的組成分視為不相關的概念，是不恰當的假設。因此研究者若使用因素分析，以瞭解生涯承諾的構念效度，不宜選擇直交的因素模式。例如因素分析中的主成分分析的因素萃取法，即設定各因素間的關係是直交的。此類直交因素模式無法適當的代表生涯承諾的構念，不宜選用。而斜交模式較能代表生涯承諾的構念，應成為研究者的主要選用模式。

Teacher commitment involves organizational， career， job commitment， and soon. Among these components， the definition of career commitment is the most ambiguous. The purpose of this inquiry is to examine the construct validity of career commitment using confirmatory factor analysis. London’s（1983）model was used as the major framework of this investigation. According to the index of goodness of fit， the oblique-factor model is the best representation of data， while performance of the orthogonal-factor model is poor. These findings indicate that the correlation between components of career commitment cannot be ignored. Hence， principal factor analysis followed by an orthogonal rotation such as VARIMAX， QUARTIMAX， EQUIMAS， is not recommended for understanding the construct validity of career commitment.