國民中學教師反績效行為與組織公民行為關係及其影響因素之研究

Abstract

本研究主要目的有三：評估教師反績效行為與教師組織公民行為之間的關聯；評估個人層級前置變項，如正向情緒、責任感對教師反績效行為與教師組織公民行為的影響，以及組織承諾對此關係的中介效果；最後，評估組織層級前置變項，如組織公平、組織政治知覺對教師反績效行為與教師組織公民行為的影響及組織承諾對此關係的中介效果。本研究主要研究對象為臺灣地區國民中學教師，並以分層隨機抽樣的方式選取受試者。研究工具之問卷內容包括兩部分，第一部分為組織與個人之前置變項（正向情緒、責任感、組織公平、組織政治知覺）及中介變項（組織承諾）；第二部分為反績效行為與組織公民行為。所得資料以多元迴歸分析探究組織與個人之前置變項對反績效行為與組織公民行為的預測力，再透過逐步階層迴歸分析組織承諾在組織與個人之前置變項對反績效行為與組織公民行為關係上的中介效果。本研究在研究變項上，納入反績效行為之探討，並加以整合教師組織公民行為，並對教師的工作表現建構一完整的實證模型架構；在研究方法上，藉由探討組織層面及個人層面，透過組織承諾對反績效行為與組織公民行為的影響，期能建構學校反績效行為及組織公民行為因果理論模型。研究結果發現，個人前置變項：正向情緒、責任感；以及組織前置變項：組織公平、組織政治知覺，皆對教師組織公民行為和反績效行為有顯著預測力，可作為有關預防和干預反績效行為的實務工作參考。

The present study aims to examine the relationship between counterproductive work behavior (CWB) and organizational citizenship behavior (OCB), the impact of the antecedents of individual and organizational level (e.g. positive emotion, conscientiousness) on CWB and OCB of teachers, and the organizational commitment as mediators in the CWB-OCB relationship. A survey research was conducted using a sample of junior high school teachers in Taiwan. The data will be collected from raters selected by stratified random sampling. Questionnaire of the measure comprise two sections. Antecedents of individual and organizational level (e.g. positive emotion, conscientiousness, organizational justice, perceptions of organizational politics) and the mediating variables (e.g. organizational commitment) are in the first half, while items of CWB and OCB are in the second half. The collected data was analyzed through multiple-regression analysis to know if the personal antecedents and organizational antecedents have an influence on OCB and CWB of teachers. Then we used hierarchical regression analysis to examine the mediation effect of organizational commitment in personal antecedents and organizational antecedents toward the relationship between OCB and CWB. Personal antecedents such as positive emotions, conscientiousness; and organize antecedents including organizational justice, perceptions of organizational politics, shows high significant predictive power on OCB and CWB of teachers, to use to prevent and intervene CWB in implemental reference. The proposed analytical framework adopting CWB and OCB shows a comprehensive empirical model of teacher’s job performance. Methodologically, we a)estimate the strength of the relationship between CWB and OCB at both individual and organizational level, b)determine whether their impact on CWB and OCB is mediated by organizational commitment to build a causal model consisting of CWB-OCB at school. Moreover, based on the results of the research, there will be practical reference and implication for the prevention and intervention of counterproductive work behavior.