| dc.contributor.advisor | 秦夢群<br>吳政達 | zh_TW |
| dc.contributor.author (Authors) | 湯家偉 | zh_TW |
| dc.creator (作者) | 湯家偉 | zh_TW |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 8-Dec-2010 02:03:33 (UTC+8) | - |
| dc.date.available | 8-Dec-2010 02:03:33 (UTC+8) | - |
| dc.date.issued (上傳時間) | 8-Dec-2010 02:03:33 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0095152508 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/49282 | - |
| dc.description (描述) | 博士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 95152508 | zh_TW |
| dc.description (描述) | 99 | zh_TW |
| dc.description.abstract (摘要) | 本研究主要目在於針對教師組織公民行為構念的界定作進一步的釐清並結合社會交換理論、人格理論、工作內在動機、印象管理動機、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，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，再透過階層線性模式方法分析以探討這些前置變項對教師組織公民行為之影響以及他們之間的關係。研究採用調查研究法，以台北市37所公立國民中學教師為對象，發出925 份問卷，最後回收736份有效問卷，有效問卷回收率則為79.57％。本研究主要研究發現為: (一)教師組織公民行為應視為一個聚合模式多層面構念；(二)教師工作投入為相對最重要教師組織公民行為前置因素；(三)人格特質對教師組織公民行為的影響主要是間接透過工作投入的中介效果；(四)不同類型組織公民行為的前置因素以及效果互有差異。 | zh_TW |
| dc.description.abstract (摘要) | The main purpose of current study was to revisit the construct validity issues of organisational citizenship behavior and to investigate the dynamics of teachers’ organizational citizenship behavior antecedents. Based on theories of social exchange, personality, job intrinsic motivation, impression management and organizational culture, a multi-level model of teahers’ organizational citizenship behavior antecedents was proposed where leader-member exchange, self-monitering and job involvement serve as individual level antecedents, individualistic/collectivism as school level antecedent and teachers’ organizational behavior as outcome variable at individual level. 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) teacher organizational citizenship behavior should be treated as a aggregated model multidimensional construct; (2) Relatively teachers’ job involvement is the strongest antecedent for three dimensions of OCB; (3) the effect of teachers’ conscientiousness on OCB is mediated by teachers’ job involvement; (4) the antecedents included in current study have varied significant or insignificant effects on three dimensions of teachers’ OCB. | en_US |
| dc.description.tableofcontents | 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究問題 4 第三節 重要名詞釋義 4 第四節 研究範圍與限制 6 第二章 文獻探討 8 第一節 教師組織公民行為的概念、發展與爭議 8 第二節 教師組織公民行為個人層次之前置因素： 29 社會交換、印象管理、人格與工作內在動機之觀點 29 第三節 教師組織公民行為團體層次之前置因素—組織文化之觀點 45 第四節 教師組織公民行為研究的測量議題：同源偏誤與組織層次 49 第三章 研究設計與實施 55 第一節 研究變項與架構 55 第二節 研究假設 57 第三節 研究方法 59 第四節 研究樣本 59 第五節 研究工具之編製 62 第六節 調查研究實施過程 77 第七節 資料處理 78 第四章 資料分析與結果討論 81 第一節 台北市國民中學教師各變項之現況分析 81 第二節 教師勤勉審慎、工作投入以及組織公民行為之中介關係分析 84 第三節 學校集體/個人主義文化之脈絡及調節效果分析 97 第四節 完整模式: 自變項效果的比較 110 第五節 研究結果討論 116 第五章 結論與建議 126 第一節 結論 126 第二節 建議 130 參考書目 134 附件一 學校組織行為問卷 147 附件二 本研究模式與假設驗證結果…………………………………………149 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0095152508 | en_US |
| dc.subject (關鍵詞) | 教師組織公民行為 | zh_TW |
| dc.subject (關鍵詞) | 勤勉審慎人格 | zh_TW |
| dc.subject (關鍵詞) | 校長與教師交換關係 | zh_TW |
| dc.subject (關鍵詞) | 工作投入 | zh_TW |
| dc.subject (關鍵詞) | 個人/集體主義 | zh_TW |
| dc.subject (關鍵詞) | 自我監控 | zh_TW |
| dc.subject (關鍵詞) | 跨層次模式 | zh_TW |
| dc.subject (關鍵詞) | teacher organizational citizenship behavior | en_US |
| dc.subject (關鍵詞) | conscienciousness | en_US |
| dc.subject (關鍵詞) | leader-member exchange | en_US |
| dc.subject (關鍵詞) | job involvement | en_US |
| dc.subject (關鍵詞) | self-monitering | en_US |
| dc.subject (關鍵詞) | individualism/collectivism | en_US |
| dc.subject (關鍵詞) | cross-level model | en_US |
| dc.title (題名) | 教師組織公民行為前置因素跨層次模式之研究 | zh_TW |
| dc.title (題名) | Antecedents of teacher organizational citizenship behavior: A cross-level model | en_US |
| dc.type (資料類型) | thesis | en |
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