教師互動公平對工作壓力與組織承諾的調和效果

The moderating effect of interactional justice on the relationship between teachers' job stress and organizational commitment

組織承諾為組織效能的主要議題，Bogler 與 Somech (2004) 指出教師組織承諾為學校績效的關鍵因素，Kyriacou 與 Chien (2004) 認為台灣教師壓力主要是政府多變的教育政策與大量的工作，Greenberg (2004) 則強調有公平即無壓力，其整合公平與壓力的關係，發現公平知覺高則壓力低。本研究提出互動公平對工作壓力與組織承諾具調和效果，研究目的為探討教師工作壓力對組織承諾之直接關係，再以互動公平為調和變項，檢驗其對工作壓力與組織承諾的調和效果。研究採問卷調查法，樣本取自50所國小的625位教師；由層級迴歸分析顯示，(1)工作壓力對組織承諾有顯著負向預測力，(2)互動公平與工作壓力之交互效果對組織承諾有顯著正向預測力，即互動公平能緩和工作壓力對組織承諾所產生的負向預測力。

Organizational commitment is the major study issue of increasing important to how to measure organizational efficiency. Bogler and Somech (2004) indicated that teachers' organizational commitment is a key factor of school performance. Kyriacou and Chien (2004) stated teachers' stress resulting in national changing educational policy and heavy job. Greenberg (2004) stressed fairness to fair no stress and summarized the reaction relationships of justice on stress， that is， the higher justice perceived is， the lower stress will be. A contingency model describing the moderating effect of interactional justice on the relationship between job stress and organizational commitment was proposed and tested. This study aimed to examine the causal relationship for job stress on organizational commitment and further investigated the moderating effect of interactional justice on this direct relationship. A survey research was conducted using a sample of 50 primary schools. Data was collected from 625 primary school teachers. Hierarchical regression analysis was used to test the hypotheses. The results supported the argument as follows (1) Job stress significantly has a negative influence on organizational commitment (2)The interaction between interactional justice and job stress significantly positively predicted organizational commitment. That is， interactional justice can efficiently moderate a negative influence through its effects on perceptions of job stress to organizational commitment.