群體層次教師組織公民行為、教師彰權益能、與學校效能關係之研究（II）

Abstract

本計畫為第二年之延續性計畫。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。研究時主要採用調查研究法，以台灣地區公立國民中學教師為研究對象。本研究第一年已完成「群體層次教師組織公民行為量表」之初測與發展。第二年研究之目的主要在以SEM 結構方程模式為主之統計分析方法，驗證群體層次教師組織公民行為、教師彰權益能、學校效能三者之間的間接效果模式是否適配成立。最後依據文獻探討、問卷調查、統計分析的結果，以探討主要變項間之因果關係模式之驗證。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 effectiveness. 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 effectiveness and how contextual forces influence the exercise of teacher empowerment in the schoolhouse. Analyzed by the reliability item tests and exploratory factor analysis, the first part of this study has reconstructed and validated the Group‐level Teacher Organizational Citizenship Behavior Scale based on the data collected from a random sample of teachers of junior high schools. In the second part of this study, three related survey and questionnaire will be used to measure the major variables to investigate the relationship between group‐level teacher organizational citizenship behavior and school effectiveness mediated by the condition of teacher empowerment. It is expected that the results of study will examine the indirect effects of group‐level teacher organizational citizenship behavior to school effectiveness analyzed by the Structural Equation Model (SEM).