台灣處於少子化危機，連帶已影響至高等教育的發展。生源的減少，使得大專教師除本職工作外，另有招生壓力，且學校會因學生數減少而影響其運作。這些情況與危機，造成大專教師在心理層面造成影響，因此本研究以大專教師的以個人-組織契合度為中介變數，探討心理資本與工作價值觀對組織承諾及生涯滿意度的影響。
    心理資本是個體將內在的正面、積極的心理本質展現於外的行為，且擁有四項特質-自我效能、樂觀、希望、韌性（Luthans et al., 2004）。組織承諾是指工作者對其企業組織的心理依附（Allen and Mayer, 1991），可分為價值承諾、努力承諾與留職承諾（Porter et al., 1974）、情感性承諾、規範性承諾與持續性承諾（Bhatti，2011）。Kristof （1996）指個人人格特質、信仰、目標、價值觀與組織規範、組織目標及組織價值觀的一致性程度，並提出補充性契合與互補性契合以及供給-需求契合與需要-能力契合。工作價值觀是由個人價值觀產生（Roe and Ester，1999），Ros (1991)並提出內在、外在、社會性與聲望等四種工作價值值觀。生涯滿意則是在不同工作間的發展及升遷有評價及感受（Seibert and Kraimer, 2001），可分成外在與內在兩種觀點。外在生涯滿意度是指將薪資、升遷視為滿足的條件，內在生涯滿意度則是含有認知成份，其影響至生涯非物質性考量，如個人成長、安全感等（Gattiker and Lauris, 1987，Goffnett，Cook，Williams and Gibson，2012）。
    本研究以大專教師為研究對象，包括專案與專技教師，採用便利抽樣方式並用網路問卷收集樣本資料。資料收集後採用項目與信度分析、探索型因素分析、驗證型分析及迴歸分析進行統計分析與假設檢驗。
    依據329份問卷樣本資料，分析得到的結果如下：
1.	假設1：大專教師心理資本對組織承諾有正向顯著影響。
2.	假設2：大專教師心理資本對個人-組織契合度有正向顯著影響。
3.	假設3：大專教師個人-組織契合度對組織承諾有正向顯著影響。
4.	假設4：大專教師工作價值觀對生涯滿意度有正向顯著影響。
5.	假設5： 大專教師工作價值觀對個人-組織契合度有正向顯著影響。
6.	假設6： 大專教師個人-組織契合度對生涯滿意度有正向顯著影響。
7.	假設7：大專教師心理資本對生涯滿意度有正向顯著影響。
8.	假設8：大專教師工作價值觀對組織承諾有正向顯著影響。
9.	假設9：大專教師個人-組織契合度在心理資本對組織承諾有顯著中介效果。
10.	假設10：大專教師個人-組織契合度在心理資本對生涯滿意度有顯著中介效果。
11.	假設11：大專教師個人-組織契合度在工作價值觀對組織承諾有顯著中介效果。
12.	假設12：大專教師個人-組織契合度在工作價值觀對生涯滿意度有顯著中介效果。
13.	假設13：不同個人與組織變項在心理資本、個人-組織契合度、組織承諾、生涯滿意度、工作價值觀等變項有顯著差異。
    研究者依上述假設結果提出實務上建議大學需可依組織的特徵，建立個人-組織契合度評估指標，並將其視為考核一環，並依系所特性、職階建立教師職能基準。此外，建立招聘流程標準與指標以減少學校與應徵者的期望與理念上的落差，以選聘適任的教師。對於在職教師應建立有效能的在職訓練制度，並隨時關注教師之心理狀態。

Taiwan has begun to address the impact of declining birthrates. Low birth rates have a wide range of effects, such as higher education development. Because numbers of high school students are reduced, most college teachers have a recruitment volume quota. In addition, losing original students will affect institutional operation. Thus, the study adopt person–organization fit as a mediator to explore the relations among psychological and work values to organizational commitment and career. 
      Psychological capital refers to individuals who present intrinsically positive and constructive psychological attributes in their external behavior. It has four components which are self-efficacy, optimism, hope and resiliency (Luthans, et al., 2004). Organizational commitment refers to the psychological attachment that employees have toward their enterprise organization (Allen and Mayer, 1990). Moreover, it can be classified into value commitment, effort commitment, retention commitment (Porter et al., 1974), affective commitment, normative commitment, and continuance commitment (Bhatti, 2011). Kristof (1996) proposed person–organization fit as a means of describing the degree to which the values and characteristics of individuals match the culture of organizations. Additionally, person–organization fit is divided into four categories which are supplementary fit, complementary fit, supplies–needs fit and demands–abilities fit. Roe and Ester (1999) argued that three relationships exist between individual values and work values. Ros (1991) proposed four work values which are intrinsic work values, extrinsic work values, social work values, and prestige work values. career satisfaction refers to positive assessment and perception regarding development and promotion at various periods or stages of a career (Seibert and Kraimer, 2001). Career satisfaction can be analyzed according to two perspectives, namely extrinsic and intrinsic. From the extrinsic perspective, salary and promotion are viewed as requisites to satisfaction. However, from the intrinsic perspective, satisfaction is influenced by nonmaterial cognitive factors such as individual growth and sense of security (Gattiker and Lauris, 1987; Goffnett et al., 2012).
      In the study, college teachers at various universities, institutes of technology and junior colleges were the research subjects, including project teachers and specialists. This research primarily involved applying a questionnaire survey. The questionnaire was issued through the Internet. Convenience sampling was employed in the survey. The origins of the research measures applied are item and reliability analysis, exploratory factor analysis, confirmatory factor analysis, and regression analysis in order to do statistics analysis and hypothesis verification. 
      According to 329 valid sample data, the results are shown below: 
H1: The psychological capital of college teachers positively influences their organizational commitment.
H2: The psychological capital of college teachers positively influences their person–organization fit.
H3: The person–organization fit of college teachers positively influences their organizational commitment.
H4: The work values of college teachers have a positive influence on their career satisfaction.
H5: The work values of college teachers have a positive influence on their person–organization fit.
H6: The person–organization fit of college teachers has a positive influence on their career satisfaction.
H7: The psychological capital of college teachers positively influences their career satisfaction.
H8: The work values of college and university teachers have      a significant influence on their organizational commitment.
H9: The person–organization fit of college teachers has a significant mediating effect on the influence of psychological capital on organizational commitment. 
H10: The person–organization fit of college teachers has a significant mediating effect on the influence of psychological capital on career satisfaction.
H11: The person–organization fit of college and university teachers has a significant mediating effect on the influence of work values on organizational commitment. 
H12: The person–organization fit of college teachers has a significant mediating effect on the influence of work values on career satisfaction. 
      The researcher provides practice suggestions in terms of the hypothesis results. Firstly, the institutions can establish person–organization fit assessment indicators based on organizational characteristics. In addition, they can be seen as a part of the assessment. Secondly, establishing an Occupational Competency Standard is a way to reduce the gap of expectation between institutions and applicants in order to hire suitable teachers. Thirdly, the institutions should establish recruitment process standards and indicators. Finally, the institutions should establish an effective system of on-the-job training and monitor teachers’ mental state.

ACKNOWLEDGEMENT	I
ABSTRACT in CHINESE	II
ABSTRACT in ENGLISH	V
TABLE OF CONTENTS	VIII
LIST OF FIGURES	XVI
LIST OF TABLES	XVII
CHAPTER 1  INTRODUCTION	1
1.1 Research background	1
1.1.1	Current situation of higher education in Taiwan	1
1.1.2	Work-related content and requirement of faculties in colleges and universities in Taiwan	3
1.1.3	The crisis facing faculties and higher educational institutions	5
1.2 Research motivations	6
1.3 Research purposes	10
1.4 Research procedure	12
CHAPTER 2  LITERATURE REVIEW	13
2.1 Psychological capital	13
2.2 Organizational commitment	25
2.3 Person–organization fit	33
2.4 Work values	40
2.5 Career satisfaction	48
2.5.1	Career	48
2.5.2	Career satisfaction	50
2.5.3	Career success	56
2.6 Relations among variables	59
2.6.1	Relation among psychological capital, organizational commitment, and person–organization fit	59
2.6.2	Relation among work values, career satisfaction and person–organization fit	64
2.6.3	Relation among psychological capital, career satisfaction, and person–organization fit	70
2.6.4	Relation among work values, organizational commitment, and person–organization fit	72
2.6.5	Relation among psychological capital, work values, career satisfaction, person–organization fit, and demographic variables	74
CHAPTER 3  METHODOLOGY	77
3.1 Research conceptual framework	77
3.2 Research hypotheses	78
3.3 Participant and procedures	79
3.4 Measures	80
3.4.1	Demographics	80
3.4.2	Psychological capital	80
3.4.3	Person–organization fit	81
3.4.4	Organizational commitment	82
3.4.5	Work values	83
3.4.6	Career Satisfaction	83
3.5 Data analysis methods	83
3.5.1	Descriptive statistical analysis	84
3.5.2	Reliability analysis	84
3.5.3	Item analysis	85
3.5.4	Factor analysis	85
3.5.5	Confirmatory factor analysis (CFA)	86
3.5.6	Regression analysis	86
3.5.7	Hierarchical regression analysis	86
3.5.8	One-way ANOVA	86
CHAPTER 4  RESULTS	89
4.1 Questionnaire collection	89
4.2 Data analysis	89
4.3 Item analysis	100
4.4 Reliability and factor analysis	102
4.4.1	Reliability analysis	102
4.4.2	Exploratory factor analysis	104
4.5 Confirmation factor analysis	113
4.6 Hypothesis verification	117
4.6.1	Regression analysis of the relation of psychological capital and organizational commitment	117
4.6.2	Regression analysis of the effect of psychological capital on person–organization fit	118
4.6.3	Regression analysis of the effect of person–organization fit on organizational commitment	119
4.6.4	Regression analysis of the relation of work values to career satisfaction	120
4.6.5	Regression analysis of work values to person–organization fit	121
4.6.6	Regression analysis of the relation of person–organization fit to career satisfaction	122
4.6.7	Regression analysis of psychological capital to career satisfaction	123
4.6.8	Regression analysis of work values to organizational commitment	124
4.6.9	Effect of person–organizational fit on the influence of psychological capital on organizational commitment	125
4.6.10 The effect of person-organization fit on the influence of psychological capital to career satisfaction	127
4.6.11 The effect of personal-organizational fit on the influence of work values to organizational commitment	128
4.6.12	Mediating effect of person–organization fit on the relation of work values to career satisfaction	130
4.6.13	Mediating effect of value and supply and demand consistency in the effect of psychological capital on organizational commitment	131
4.6.14	Mediating effect of need and capacity consistency in the effect of psychological capital on organizational commitment	132
4.6.15	Mediating effect of person–organization fit on the relation of psychological capital to value commitment	133
4.6.16	Mediating effect of person–organization fit on the relation of psychological capital to retention commitment	134
4.6.17	Mediating effect of value and supply and demand consistency on the relation between psychological capital and value commitment	136
4.6.18	Mediating effect of value and supply and demand consistency on the relation of psychological capital to retention commitment	137
4.6.19	Mediating effect of need and capacity consistency on the relation between psychological capital and value commitment	139
4.6.20	Mediating effect of need and capacity consistency on the relation between psychological capital and retention commitment	140
4.6.21	Mediating effect of person–organization fit on the relation of self-efficacy and reliancy to organizational commitment	141
4.6.22	Mediating effect of person–organization fit in the effect of optimism and hope on organizational commitment	142
4.6.23	Mediating effect of value and supply and demand consistency on the effect of self-efficacy and reliance on organizational commitment	143
4.6.24	Mediating effect of need and capacity consistency on the effect of self-efficacy and reliance on organizational commitment	144
4.6.25	Mediating effect of value and supply and demand consistency on the relation of optimism and hope to organizational commitment	145
4.6.26	Mediating effect of need and capacity consistency in the relation of optimism and hope to organizational commitment	146
4.6.27	Mediating effect of person–organization fit on the relation of self-efficacy and reliance to value commitment	147
4.6.28	Mediating effect of person–organization fit on the relation of self-efficacy and reliance to retention commitment	148
4.6.29	Mediating effect of person-organization fit on the relation of optimism and hope to value commitment	150
4.6.30	Mediating effect of person–organization fit on the relation of optimism and hope to retention commitment	151
4.6.31	Mediating effect of value and supply and demand consistency on the relation of self-efficacy and reliancy to value commitment	152
4.6.32	Mediating effect of value and supply and demand consistency in the relation of self-efficacy and reliancy to retention commitment	153
4.6.33	Mediating effect of need and capacity consistency in the relation of self-efficacy and reliancy to value commitment	154
4.6.34	Mediating effect of need and capacity consistency in the relation of self-efficacy and reliance to retention commitment	155
4.6.35	Mediating effect of value and supply and demand consistency in the relation of optimism and hope to value commitment	156
4.6.36	Mediating effect of value and supply and demand consistency on the relation of optimism and hope to retention commitment	158
4.6.37	Mediating effect of need and capacity consistency on the relation of optimism and hope to value commitment	159
4.6.38	Mediating effect of need and capacity consistency on the relation of optimism and hope to retention commitment	160
4.6.39	Mediating effect of value and supply and demand consistency on the relation of work values to career satisfaction	161
4.6.40	Mediating effect of need and capacity consistency on the relation of work values to career satisfaction	163
4.6.41	Mediating effect of person–organization fit on the relation of working condition values to career satisfaction	164
4.6.42	Mediating effect of person–organization fit on the relation of interpersonal identity values to career satisfaction	165
4.6.43	Mediating effect of person–organization fit on the relation of fame and achievement values to career satisfaction	166
4.6.44	Mediating effect of value and supply and demand consistency on the relation of working condition values to career satisfaction	167
4.6.45	Mediating effect of need and capacity consistency on the relation of working condition values to career satisfaction	169
4.6.46	Mediating effect of value and supply and demand consistency on the relation of interpersonal identity values to career satisfaction	170
4.6.47	Mediating effect of need and capacity consistency on the relation of interpersonal identity values to the career satisfaction	171
4.6.48	Mediating effect of value and supply and demand consistency on the relation of fame and achievement values to career satisfaction	173
4.6.49	Mediating effect of need and capacity consistency on the relation of fame and achievement values to career satisfaction	174
4.6.50	Mediating effect of value and supply and demand consistency on the relation of psychological capital to career satisfaction	175
4.6.51	Mediating effect of need and capacity consistency on the relation of psychological capital to career satisfaction	177
4.6.52	Mediating effect of value and supply and demand consistency on the relation of work values to organizational commitment	178
4.6.53	Mediating effect of need and capacity consistency on the relation of work values to organizational commitment	179
4.7 Difference analysis for demographics between variables	180
4.7.1	Difference analysis for gender between variables	180
4.7.2	Difference analysis for age between variables	181
4.7.3	Difference analysis of marital status between variables	185
4.7.4	Difference analysis of teaching seniority between variables	185
4.7.5	Difference analysis of the highest educational attainment between variables	190
4.7.6	Difference analysis of position between variables	193
4.7.7	Difference analysis of teaching fields between variables	196
4.7.8	Difference analysis of the rank among variables	202
4.7.9	Difference analysis of employment period term between variables	205
4.7.10	Difference analysis between variables of whether institution has dismissed  teachers or not renewed their contracts	210
4.7.11	Difference analysis of institution location between variables	211
4.7.12	Difference analysis of institution category between variables	214
4.7.13	Difference analysis of institution type between variables	215
4.7.14	Difference analysis of institution size between variables	218
4.7.15	Difference analysis of the institution age between variables	221
4.7.16	Difference analysis of institution operational status between variables	222
4.7.17	Difference analysis of the average registration rate between variables	225
4.8 Results	228
CHAPTER 5  CONCLUSIONS  AND MANAGERIAL IMPLICATIONS	233
5.1 Conclusions and research implication	233
5.2 Managerial implications	249
5.3 Limitation and implication of future research	251
Reference	253
Questionnaire	276







LIST OF FIGURES
Figure 1-1 Research procedure	12
Figure 2-1 Various Conceptualizations of Person–Organization Fit	37
Figure 3-1 Research conceptual framework	77


LIST OF TABLES
Table 1- 1 Predicting of the student numbers	2
Table 1- 2 The statistics of total volumes of papers published	9
Table 2- 1 Comparison of Traditional Capital, Human Capital, Social Capital, and Psychological Capital	15
Table 4- 1 Frequency distribution table of demographic variables	94
Table 4- 2 Item analysis of each variable	100
Table 4- 3 Cronbach’s α value of each variables	102
Table 4- 4 KMO of each facet and the Bartlett’s Spherical Verification	106
Table 4- 5 Analysis of psychological capital factors and reliability analysis	107
Table 4- 6 Analysis of person–organization fit factors and reliability analysis	109
Table 4- 7 Analysis of organizational commitment factors and reliability analysis	110
Table 4- 8 Analysis of work values factors and reliability analysis	112
Table 4- 9 Analysis of work values factors and reliability analysis	113
Table 4- 10 Confirmation factor analysis of each facets	114
Table 4- 11 The discriminant validity of each facets	115
Table 4- 12 Regression analysis of the effect of psychological capital on organizational commitment	117
Table 4- 13 Regression analysis of the effect of psychological capital on person–organization fit	118
Table 4- 14 Regression analysis of the effect of person–organization fit on organizational commitment	119
Table 4- 15 Regression analysis of the relation of work values to career satisfaction	120
Table 4- 16 Regression analysis of the relation of work values to person–organization fit	121
Table 4- 17 Regression analysis of the relation of person–organization fit to career satisfaction	122
Table 4- 18 Regression analysis of psychological capital to person-organization fit	123
Table 4- 19 Regression analysis of psychological capital to person-organization fit	124
Table 4- 20 Hierarchical regression analysis of the effect of person–organization fit on psychological capital and organizational commitment	126
Table 4- 21 Hierarchical regression analysis of person-organization fit impact on psychological capital to organizational commitment	127
Table 4- 22 Hierarchical regression analysis of person-organization fit impact on psychological capital to organizational commitment	129
Table 4- 23 Hierarchical regression analysis of the effect of person–organization fit on the relation of work values to career satisfaction	130
Table 4- 24 Hierarchical regression analysis of the effect of value and supply and demand consistency on psychological capital and organizational commitment	132
Table 4- 25 Hierarchical regression analysis of the effect of need and capacity consistency on the relation between psychological capital and organizational commitment	133
Table 4- 26 Hierarchical regression analysis of the effect of person–organization fit on the relation of psychological capital to value commitment	134
Table 4- 27 Hierarchical regression analysis of the effect of person–organization fit on the relation of psychological capital to retention commitment	135
Table 4- 28 Hierarchical regression analysis of value and supply and   demand consistency impact on the relation of psychological capital to value commitment	137
Table 4- 29 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation between psychological capital and retention commitment	138
Table 4- 30 Hierarchical regression analysis of the effect of need and capacity consistency on the relation between psychological capital and value commitment	139
Table 4- 31 Hierarchical regression analysis of the effect of need and capacity consistency on the relation between psychological capital and retention commitment	140
Table 4- 32 Hierarchical regression analysis of the impact of person–organization fit impact on the relation of self-efficacy and reliancy to organizational commitment	141
Table 4- 33 Hierarchical regression analysis of the effect of person–organization fit on the impact of optimism and hope on organizational commitment	142
Table 4- 34 Hierarchical regression analysis of the effect of value and supply and demand consistency on the impact of self-efficacy and reliance on organizational commitment	143
Table 4- 35 Hierarchical regression analysis of the effect of need and capacity consistency on the impact of self-efficacy and reliancy on organizational commitment	144
Table 4- 36 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of optimism and hope to organizational commitment	146
Table 4- 37 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of optimism and hope to organizational commitment	147
Table 4- 38 Hierarchical regression analysis of the effect of person–organization fit on the relation of self-efficacy and reliance to value commitment	148
Table 4- 39 Hierarchical regression analysis of the effect of person–organization fit on the relation of self-efficacy and reliancy to retention commitment	149
Table 4- 40 Hierarchical regression analysis of the effect of person–organization fit on the relation of optimism and hope to value commitment	150
Table 4- 41 Hierarchical regression analysis of the effect of person–organization fit on the relation of optimism and hope to retention commitment	151
Table 4- 42 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of self-efficacy and reliancy to value commitment	152
Table 4- 43 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of self-efficacy and reliancy to retention commitment	154
Table 4- 44 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of self-efficacy and reliancy to value commitment	155
Table 4- 45 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of self-efficacy and reliancy to retention commitment	156
Table 4- 46 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of optimism and hope to value commitment	157
Table 4- 47 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of optimism and hope to retention commitment	159
Table 4- 48 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of optimism and hope to value commitment	160
Table 4- 49 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of optimism and hope to retention commitment	161
Table 4- 50 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of work values to career satisfaction	162
Table 4- 51 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of work values to career satisfaction	163
Table 4- 52 Hierarchical regression analysis of the effect of person–organization fit on the relation of working condition values to career satisfaction	164
Table 4- 53 Hierarchical regression analysis of the effect of person–organization fit on the relation of interpersonal identity values to career satisfaction	166
Table 4- 54 Hierarchical regression analysis of the effect of person–organization fit on the relation of fame and achievement values to career satisfaction	167
Table 4- 55 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of working condition values to career satisfaction	168
Table 4- 56 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of working condition values to career satisfaction	170
Table 4- 57 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of interpersonal identity values to career satisfaction	171
Table 4- 58 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of interpersonal identity values to career satisfaction	172
Table 4- 59 Hierarchical regression analysis of the effect of value and supply and demand consistency on the relation of fame and achievement values to career satisfaction	174
Table 4- 60 Hierarchical regression analysis of the effect of need and capacity consistency on the relation of fame and achievement values to career satisfaction	175
Table 4- 61 Hierarchical regression analysis of value and supply and demand consistency impact on psychological capital to organizational commitment	176
Table 4- 62 Hierarchical regression analysis of value and supply and demend consistency impact on psychological capital to organizational commitment	177
Table 4- 63 Hierarchical regression analysis of value and supply and demand consistency impact on work values to organizational commitment	178
Table 4- 64 Hierarchical regression analysis of need and capacity consistency impact on work values to organizational commitment	179
Table 4- 65 Gender with respect to differences in facets	181
Table 4- 66 Analysis of differences in facets for age	183
Table 4- 67 Analysis of differences of facets for marital status	185
Table 4- 68 Analysis of differences in facets regarding teaching seniority	187
Table 4- 69 Analysis of difference of facets for highest educational attainment	191
Table 4- 70 Analysis of different facets for position	194
Table 4- 71 A analysis of differences in facets for teaching fields	197
Table 4- 72 Analysis of difference in facets for rank	203
Table 4- 73 Analysis of difference in facets for the employment period term	206
Table 4- 74 Analysis of differences in facets for whether an institution had dismissed teachers or not renewed their contracts	210
Table 4- 75 Analysis of differences in facets for location of institution	212
Table 4- 76 Analysis of differences in facets for institution category	214
Table 4- 77 Analysis of differences in facet for school type	216
Table 4- 78 Analysis of differences in facets for institution size	219
Table 4- 79 Analysis of differences in facets for institution age	221
Table 4- 80 Analysis of differences in facets for institution operational status	223
Table 4- 81 Analysis of differences in facets for average registration rate	226
Table 4- 82 Hypotheses results	228
Table 4- 83 Analysis of differences between the variables for demographic variables	230

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