國民中學教師組織公民行為前置因素的再檢視

Abstract

過去研究就不同理論對組織公民行為前置因素提出不同之看法，但這些前置因素的影響效果高低及其之間的關係尚未有相關研究進行探討。本研究結合組織公民行為前置因素相關重要理論，包含社會交換理論、人格理論、工作內在動機、自我管理以及組織文化等觀點，提出以校長與教師交換關係、教師自我監控與工作投入為個人層次預測變項，以個人／集體主義為團體層次預測變項之教師組織公民行為前置因素之跨層次模式，並透過階層線性模式方法分析，以比較這些前置變項對教師組織公民行為之解釋力以及前置變項之間的關係。研究採用調查研究法，以臺北市37所公立國民中學教師為對象。本研究主要研究發現為：一、相對於傳統理論或實證研究所強調的校長與教師互動關係，本研究發現在臺北市國中情境中，教師工作投入為相對最重要之教師組織公民行為前置因素；二、針對過去研究人格特質對組織公民表現影響不一的文獻，本研究發現人格特質對教師組織公民行為的影響主要係間接透過工作投入的中介效果達成；三、學校的個人／集體文化傾向也會對學校內教師組織公民行為表現產生影響。

Varied antecedents of organizational citizenship behavior (OCB) were proposed based on many theories. There is, however, no single research exploring the comparative effect and the relationship among the antecedents. Based on theories of social exchange, personality, job intrinsic motivation, impression management and organizational culture, a multi-level model of teachers’ organizational citizenship behavior antecedents was proposed where leader-member exchange, self-monitoring and job involvement serve as individual level antecedents, individualistic/collectivism as school level antecedent and teachers’ organizational behavior as outcome variable at individual level. Through this model this study interrogates the comparative effect and the relationship among the antecedents of OCB. Valid data was collected from 34 public junior higher schools and 736 teachers in Taipei City. The main findings can be summarised as follows: 1. Teachers’ job involvement is relatively the strongest antecedent of OCB; 2. the effect of teachers’ conscientiousness on OCB is mediated by teachers’ job involvement; 3. school individualism/collectivism inclination explains part of the OCB variation among schools.