教師群體組織公民行為、教師彰權益能、與學校效能之研究(I)

Abstract

在歷年文獻中，雖然已有大量論文探討教師組織公民行為與其相關變數（如學校效能）之研究，然而多僅限於個人層次。基於此，本研究將以群體層次組織公民行為為探求重點，首先修訂「群體層次教師組織公民行為量表」，希望在本土之脈絡中，針對群體層次教師組織公民行為編定量表。其次，教師組織公民行為對於學校效能之影響，以往研究多限於直接效果模式。基於此，本研究將使用結構方程模式（SEM），分析群體層次教師組織公民行為、教師彰權益能、與學校效能間的關係。研究架構上，係以群體層次教師組織公民行為為獨立變項、教師彰權益能為中介變項，學校效能為依變項，利用間接效果模式加以測試，以分析三者間之影響途徑與因果關係。本研究將分兩年進行。研究時主採調查研究法，以台灣地區公立國民中學教師為研究對象。預計發出1200份問卷。先修訂相關問卷，再以正式問卷進行調查。將分別以信度分析、因素分析、皮爾森積差相關、結構方程模式等統計方式對回收的資料進行分析，以探討主要變項間之影響關係與效果。研究結果將提供有關當局參考。

Results drawn from earlier researches support organizational citizenship behavior of teachers exercise a measurable effect on school efficacy. However, the conceptual and methodological tools have created primarily based on the individual level. Also, the use of directed-effects model does not resolve the most important theoretical issues concerning the means by which organizational citizenship behavior of teachers achieve an impact on school efficacy and how contextual forces influence the exercise of teacher empowerment in the schoolhouse. Using the Structural Equation Model (SEM), this study will first reconstruct and validate the Group-level Teacher Organizational Citizenship Behavior Scale followed by an investigation of the relationship between group-level teacher organizational citizenship behavior and school efficacy mediated by the condition of teacher empowerment. Three related survey and questionnaire will be used to measure the major variables while data collected from a random sample of teachers of junior high schools. It is expected that the results of study will examine the indirect effects of group-level teacher organizational citizenship behavior to school efficacy.