The Effects of Work Emotion and Organizational Trust on Organizational Effectiveness：A Case of Vocational Schools in North Taiwan

碩士論文[[abstract]]近年來，有鑑於教育政策與社會環境丕變，相形使得學校組織為了提升競爭力，對於專任教師的質量及教學、研究與服務等方面益加要求精進與更上層樓，以期能提升學校的效能。本研究係以北部地區技職院校的專任教師為調查對象，探討在學校改制的變革過程中，專任教師的工作情緒反應及組織信任狀態，從而瞭解其對組織效能的影響。本研究之問卷係採用書面發放及電子郵件寄發的方式共發出1200份問卷，總計回收有效問卷471份，並以相關分析及簡單迴歸分析對各研究假說加以驗證，結果發現：（1）工作情緒與組織效能之間呈現顯著的正向影響關係，（2）組織信任與組織效能之間呈現顯著的正向影響關係，此一實證結果說明了技職院校在升格改制的過程中，如能與專任教師維持良好的溝通管道且正視其工作情緒反應與組織信任的狀態，將有助於降低組織變革帶來的抗拒與維持校內和諧，並於組織效能上收相輔相成之效。[[abstract]]In recent years, there have been great changes in both educational policies and social environment. Some of these changes have resulted in more requirements being placed upon teachers by vocational schools in terms of teaching, services and research; full-time teachers must perform more duties with greater efficiency in order to advance in their careers. This study is based upon the subjects who are full-time teachers in northern Taiwan’s technologically-focused vocational colleges and universities, and discuss their work in terms of their emotional reaction to and their trust toward their respective organizations. All the research gathered in this study is set in the aforementioned times of great changes, and its purpose is to come to an understanding of these teacher reactions’ influences upon organizational effectiveness. 1200 surveys were sent out by e-mail or postal mail in order to gather the data presented in this study, and 471 of these were filled out and returned. These completed, returned surveys have been analyzed by both relational and regression analysis. These analyses have returned the following findings: 1) There are significant positive effects between teachers’ emotional responses to their work and organizational effectiveness. 2) There are significant positive effects between trust in an organization and organizational effectiveness. These findings further indicate that smooth communication channels between teachers and organizations, as well as positive emotional reactions on the part of teachers toward their respective organizations and trust in the same organizations facilitate the lowering of resistance on the part of faculties toward organizations. In addition, where emotional reactions toward an organization are positive, and trust in an organization exists, a well-balanced relationship flourishes between teachers and organizations – a win-win situation that maximizes organizational effectiveness