校園衝突協調學習之影響因素與效果

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題名:
校園衝突協調學習之影響因素與效果
著者: 謝靜蘭; Hsieh, Ching-lan
丁學勤; Shueh-Chin Ting; 教育經營與管理研究所碩士班
主題: 衝突管理風格; 衝突的正面價值觀; 衝突協調學習; 團隊衝突; 團隊凝聚力; Team Conflict; Conflict Management Styles; Positive Values of Conflict; Conflict-Coordinated Learning; Team Cohesion
描述: 傳統觀點認為衝突無益於組織發展，在組織中應避免衝突的存在；後續學者卻相繼發現，不同的衝突類型，對組織運作、團隊凝聚力亦將有正面影響。雖然相當多的文獻上探討組織衝突管理，但很少研究從組織間衝突的學習觀點論述。本研究探討了組織成員利用衝突協調學習，作為解決衝突的機制，從而改善溝通能力，而又加強團隊凝聚力。再者，組織間的溝通衝突是學界或實務界都非常關心的議題。然而以往文獻都著重於如何降低衝突，而忽略了當雙方面對衝突時，可以透過衝突協調學習來創造對雙方都有利的價值，因此本研究提出衝突協調學習的概念，試圖探討出衝突協調學習的影響因素與效果。本研究以比例抽樣與立意抽樣抽取高雄縣教師進行問卷調查，共發出600份問卷，回收有效問卷516份。經SPSS與LISREL軟體分析本研究之信效度後，再以結構方程式(SEM)進行結構模式之檢測並探討各變項之間的關係。經由上述統計分析結果，本研究主要發現為：1.衝突的正面價值觀會影響衝突協調學習。2.關心自我的衝突管理風格會負向地影響衝突協調學習。3.關心合作夥伴的衝突管理風格會正向地影響衝突協調學習。4.衝突協調學習程度愈高，則發生任務衝突的可能性愈高。5.衝突協調學習程度愈高，則發生情緒衝突的可能性愈低。6.衝突協調學習會正向地影響學校團隊的凝聚力的創造。
From the traditional point of view, conflict is harmful to the development of organization. The existence of the conflict should be avoided in the organization. However, scholars have been found that different types of conflict will also have positive impacts on the operation of the organization and team cohesion. There are a lot of reviews of literature on organizational conflict management, but few studies and focus on the learning point of view of the organizational conflict. This study will discuss the members of the organization and how to use the Conflict-Coordinated Learning as a conflict resolution mechanism,and thereby improve communication skills and enhance team cohesion. Furthermore, the communication conflicts of organizations have been a major concern for the academic and industrial field. However, previous studies tended to focus on the methods of decreasing conflicts, and thus ignored that both parties can learn to create beneficial values when they confront the conflicts. For this reason, this study brings up the concept of conflict-coordinated learning, and investigate the antecedents and consequences of conflict-coordinated learning. The study applies proportional and purposive sampling of Kaohsiung County teachers to conduct the questionnaire survey. 600 questionnaires were sent out, the effective questionnaires amount to 516. After using SPSS and LISREL as research tools to test the reliability and validity, the study uses structural equation modeling (SEM) to test structural model, use Sobel test for indirect effects and analyze the relation of each variables. Through the above statistical analysis, the main findings of this study are as follows:1. The positive values of the conflicts will affect the Conflict-Coordinated Learning.2. The style of the egotistic conflict management will negatively affect the Conflict-Coordinated Learning.3. The style of the companionate conflict management will positively influence the Conflict-Coordinated Learning.4. Conflict-Coordinated Learning at the higher learning level, the higher the possibility of occurrence of task conflict.5. Conflict-Coordinated Learning at the higher learning level, the lower the possibility of the emotional conflict.6. Conflict-Coordinated Learning will positively influence the creation of the team cohesion.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1675
資源來源: NUTN IR

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校園衝突協調學習之影響因素與效果

謝靜蘭; Hsieh, Ching-lan 丁學勤; Shueh-Chin Ting; 教育經營與管理研究所碩士班 2011

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