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中文APA引文格式	林俊瑩、謝亞恆、陳成宏(2014)。臺灣地區大專院校教師對學校評價的影響機制：學校屬性與教師分級的區隔作用。教育科學研究期刊，59(3)，29-58。doi:10.6209/JORIES.2014.59(3).02
APA Format	Lin, C. -Y., Hsieh, Y. -H., & Chen, C. -H. (2014). Taiwanese College Instructors’ Evaluation of Their Schools: The Differences Among School Attributes and Instructor Ranks. Journal of Research in Education Sciences, 59(3), 29-58. doi:10.6209/JORIES.2014.59(3).02

    Managing higher education is becoming increasingly difficult. How to strengthen the identifications, evaluations, and dedications of faculties to the reputation and competitiveness of their institutions is a critical issue in managing higher education. Little research on how to promote the identification of college instructors with their institutions has focused on differences among job attributes (e.g., public/private, general/technological, and science) and instructor ranks as well as the factors contributing to the differences. This study attempted to answer these questions by using a sample of college instructors obtained from the Taiwan Integrated Postsecondary Education Database. The results showed that compared with instructors at private vocational colleges, instructors at public universities were less satisfied with employment, professional development, salary and benefits, and workplace atmosphere of their institutions and tended to assign relatively lower ratings to their schools. In addition, instructors at public vocational colleges were less satisfied with employment, professional development, and the salary and benefits of their institutions compared with their counterparts at private vocational colleges, which lead to the low rating of their institutions. Analysis of differences according to rank revealed that professors and associate professors were significantly more satisfied than assistant professors with their schools in the aspects of facilities, human resources, employment, professional development, salary and benefits, and workplace atmosphere. Thus, they assigned higher ratings to their schools. Associate professors tended to identify their schools as insufficiently friendly, and thus, their ratings of their schools were the lowest.