The Research On The Effect Of The General Organizational Climate Of The Rural Junior Middle School To The Teacher Organizational Commitment

The rural junior middle school is an important part of the fundamental education, the development of the rural education largely depend on teacher, which is the valuable resource for the rural education, the organizational climate of the school plays an important part in the teacher's job, and the teacher organizational commitment is a psychological link connecting teacher with school, and it is closed with teacher's work performance and the remove or retain tendency, and closely related with the fundamental education in the countryside. This paper takes the rural junior middle school teacher as the research object, searches for the influence of the organizational climate on the teacher organizational commitment in school, and is to help the school managers improve the level of the teacher organizational commitment by building proper organizational climate of the school. Only in good organization climate of the school, the teachers' subjective activities can be maximal displayed. This paper studies on the current situation and relation between the organizational climate and the teacher organizational commitment in the rural junior middle school. It is based on questionnaire survey of 269 teachers in 7 rural junior middle schools in Guangxi, through the analysis and research the thesis comes to the following conclusions.(1) The general organizational climate of the rural junior middle school is placed at mid-level, the colleague behavior and the intimate behavior are an important factor to organizational climate, and they are in main position.(2) The general organizational climate of the rural junior middle school is affected by the teachers'class hours each week, the main performance is that the supportive behavior of the teachers whose class hours for each week are below 9 are much higher than that of those whose are 16-20; if the teachers'class hours for each week are 16– 20, their disengaged behavior are much lower than that of those whose class hours are below 9 or 10-15 per week. The general organizational climate of the rural junior middle school is not affected by sex, professional title and other background factors.(3) The general teacher organizational commitment of the rural junior middle school is at the middle level, and mainly on normative commitment.(4) The general teacher organizational commitment level of the rural junior middle school is affected by the age, the professional title and the length of teaching time. In the general level of the teacher organizational commitment, for those teachers who are 36-49 years old and above 50 years old, their organizational commitment is much higher than that of those whose age is below 35 years old; the teachers with first level certificate are extremely higher than those with second levels and three level of teachers; the organizational commitment of the teachers whose length of teaching time are below 5 years or 6-10 years is much lower than other group teachers with various teaching time. (5) The normative commitment of the teachers in the rural junior middle school is affected by the sex, the age, the professional title and the length of teaching time. The female teachers'normative commitment is much higher than the male teachers'; the normative commitment of the teachers who are 36-49 years old and above 50 years old is much higher than that of those whose age are below 35; the teachers with first level certificate are extremely higher than those with second levels and three level of teachers; the normative commitment of the teacher whose teaching time are 6 - 10 years is much lower than other groups teachers with various teaching time.(6) The affective commitment of the teachers in the rural junior middle school is affected by the age and the length of teaching time, the affective commitment of the teachers age groups of 36 - 49 years old and above 50 years old is much higher than that of the teachers age group below 35 years old, the group of the teachers whose teaching time are above 21 years is much higher than that of below 5 years and 6 - 10 years.(7) The organizational climate rural junior middle school has remarkable positive correlation with the organizational commitment of the rural junior middle school. It has remarkable positive correlation with the affective commitment of the teacher that the supportive behavior, directive behavior, collegial behavior intimate behavior, disengaged behavior of the organizational climate in the rural junior middle school. The dimension of the school organizational climate has remarkably negative correlation with the teachers'continuance commitment. It has remarkable positive correlation with the teachers'normative commitment that the supportive behavior, directive behavior, collegial behavior, intimate behavior, disengaged behavior of the school organizational climate.(8) The teacher organizational commitment could be predicted by the school organizational climate, the affective commitment could be well predicted by the collegial behavior and supportive behavior in the school organizational climate; the continuance commitment could be well predicted by the directive behavior and disengaged behavior; the normative commitment could be well predicted by the collegial behavior.