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題名 國民小學教師組織政治知覺、印象管理動機與 組織公民行為之關聯性：多層次模型的分析
The relationship among teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors of elementary school: A multi-level model analysis作者 顏弘欽 貢獻者 張奕華
顏弘欽關鍵詞 印象管理動機
組織公民行為
組織政治知覺
多層次分析
impression management motives
multilevel analysis
organizational citizenship behaviors
perception of organizational politics日期 2013 摘要 本研究旨在探討國民小學教師組織政治知覺、印象管理動機與組織公民行為之關聯性，並分析學校組織政治氣候對教師組織政治知覺、印象管理動機與組織公民行為之間關係的影響。本研究採用調查研究法。在預試階段以新竹縣公立國民小學教師為對象，寄發300份預試問卷，回收有效問卷224份，據以分析測量工具的信效度。在正式施測階段，以臺灣地區公立國民小學教師為對象，寄發1,458份問卷，回收有效問卷1,026份。在資料分析方面，透過描述性統計、單因子變異數分析、相關分析及階層線性模式等方法，檢測本研究問題及假設。依據研究結果，本研究獲致以下結論：一、教師組織政治知覺、印象管理動機與組織公民行為之現況分析（一）國民小學教師具有中等程度的組織政治知覺。（二）國民小學教師具有中高程度的印象管理動機。（三）國民小學教師具有良好程度的組織公民行為。二、教師組織政治知覺、印象管理動機與組織公民行為之差異分析（一）教師的組織政治知覺會因學校規模、學歷及擔任職務之不同而有所差異。（二）教師印象管理動機會因學校規模、學校地區、性別、學歷及擔任職務之不同 而有所差異。（三）教師組織行為會因學校規模、學校地區、性別、年齡、服務年資及擔任職務 之不同而有所差異。三、教師組織政治知覺、印象管理動機與組織公民行為之關聯性分析（一）教師的組織政治知覺對組織公民行為具有負向的影響。（二）教師的組織政治知覺對塑造正面印象的動機具有正向的影響。（三）避免負面印象及塑造正面印象的動機對教師組織公民行為具有正向的影 響。（四）教師的組織政治知覺會透過塑造正面印象的中介效果，間接對組織公民行為 產生正向的影響。（五）學校組織政治氣候會調節教師組織政治知覺及組織公民行為的關係。（六）學校組織政治氣候會調節教師組織政治知覺及塑造正面印象的關係。 依據研究結果，本研究針對學校行、校長及教師三方面提出相關建議：一、對學校行政的建議（一）形塑正向組織氣候，避免過多的政治行為。（二）重視學校運作公平，提升成員的信任感。（三）暢通溝通管道，避免影響團體的過度操弄。二、對學校校長的建議（一）妥善處理學校政治行為，避免產生負面效應。（二）明辨成員工作行為動機，避免形成惡性競爭。（三）正向肯定教師組織公民行為，鼓勵教師對教育工作的額外付出。三、對學校教師的建議（一）正向看待學校組織政治，調整自我工作心態。（二）適時善用印象管理策略，提升工作績效表現。（三）積極從事組織公民行為，創造個人與組織價值。 最後，本研究亦針對未來研究提出在測量工具、研究內容、研究設計及資料分析等方面的建議。
The study investigated the relationships among the perception of organizational politics, impression management motives, and organizational citizenship behaviors in elementary school teachers. Moreover, this study analyzed the impact of the organizational political climate in schools on the relationships among the perception of organizational politics, impression management motives, and organizational citizenship behaviors. In the pretest administered in this study, a survey was conducted on public elementary school teachers in Hsinchu County. A total of 300 questionnaires were distributed, and 224 were returned. The reliability and validity of the questionnaire were tested. In the formal survey, the subjects were public elementary school teachers from across Taiwan. A total of 1,458 questionnaires were distributed, and 1,026 valid samples were returned. The data were analyzed using descriptive statistics, analysis of variance, correlation analysis, and hierarchical linear models to validate the research hypotheses. Based on the results, the following conclusions were derived:1. The perception level of teachers regarding organizational politics, impression management motives, and organizational citizenship behaviors:(1) Elementary school teachers possess a middle-level perception of organizational politics.(2) Elementary school teachers possess middle-high-level impression management motives.(3) Elementary school teachers possess favorable organizational citizenship behaviors.2. The variance analysis of teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors:(1) The perception of organizational politics for teachers varies by school size, educational background, and position in school.(2) The impression management motives of teachers vary by school size, school location, gender, educational background, and position in school. (3) The organizational citizenship behaviors of teachers varies by school size, school location, gender, age, and years of service.3. The relationships among teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors:(1) The perception of organizational politics negatively affects organizational citizenship behaviors. (2) The perception of organizational politics for teachers positively affects the motivation to create a positive impression.(3) The motivation to avoid a negative impression and create a positive impression positively affects the organizational citizenship behaviors of teachers.(4) The creation of a positive impression for teachers mediates the relationship between the perception of organizational politics and organizational citizenship behaviors. (5) The organizational political climate in school moderates the relationship between the perception of organizational politics and the organizational citizenship behaviors of teachers.(6) The organizational political climate moderates the relationship between the perception of organizational politics and the development of a positive impression. According to the research results, the following suggestions are proposed for school practice, principals, and teachers.1. For school practice:(1) Establish a positive organizational climate and avoid excessive political behavior.(2) Focus on the fairness of school operations and promote the trust of members.(3) Provide unimpeded communication channels and avoid excessive manipulation by the impacting group.2. For school principals:(1) Appropriately control the political behavior of the school to avoid negative effects.(2) Distinguish working motivation among members to avoid negative competition.(3) Positively affirm teachers’ organizational citizenship behaviors, and encourage teachers to invest additional effort in educating students.3. For school teachers:(1) Positively address school organizational politics, and adjust one’s self-working attitude.(2) Appropriately use impression management strategies to enhance job performance.(3) Positively engage in organizational citizenship behaviors, and create personal and organizational value. Finally, this paper provides suggestions for future research, which include suggestions for measuring tools, research content, research design, and data analysis.描述 博士
國立政治大學
教育研究所
98152509
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098152509 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.author (作者) 顏弘欽 zh_TW dc.creator (作者) 顏弘欽 zh_TW dc.date (日期) 2013 en_US dc.identifier (其他 識別碼) G0098152509 en_US 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) 98152509 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 本研究旨在探討國民小學教師組織政治知覺、印象管理動機與組織公民行為之關聯性，並分析學校組織政治氣候對教師組織政治知覺、印象管理動機與組織公民行為之間關係的影響。本研究採用調查研究法。在預試階段以新竹縣公立國民小學教師為對象，寄發300份預試問卷，回收有效問卷224份，據以分析測量工具的信效度。在正式施測階段，以臺灣地區公立國民小學教師為對象，寄發1,458份問卷，回收有效問卷1,026份。在資料分析方面，透過描述性統計、單因子變異數分析、相關分析及階層線性模式等方法，檢測本研究問題及假設。依據研究結果，本研究獲致以下結論：一、教師組織政治知覺、印象管理動機與組織公民行為之現況分析（一）國民小學教師具有中等程度的組織政治知覺。（二）國民小學教師具有中高程度的印象管理動機。（三）國民小學教師具有良好程度的組織公民行為。二、教師組織政治知覺、印象管理動機與組織公民行為之差異分析（一）教師的組織政治知覺會因學校規模、學歷及擔任職務之不同而有所差異。（二）教師印象管理動機會因學校規模、學校地區、性別、學歷及擔任職務之不同 而有所差異。（三）教師組織行為會因學校規模、學校地區、性別、年齡、服務年資及擔任職務 之不同而有所差異。三、教師組織政治知覺、印象管理動機與組織公民行為之關聯性分析（一）教師的組織政治知覺對組織公民行為具有負向的影響。（二）教師的組織政治知覺對塑造正面印象的動機具有正向的影響。（三）避免負面印象及塑造正面印象的動機對教師組織公民行為具有正向的影 響。（四）教師的組織政治知覺會透過塑造正面印象的中介效果，間接對組織公民行為 產生正向的影響。（五）學校組織政治氣候會調節教師組織政治知覺及組織公民行為的關係。（六）學校組織政治氣候會調節教師組織政治知覺及塑造正面印象的關係。 依據研究結果，本研究針對學校行、校長及教師三方面提出相關建議：一、對學校行政的建議（一）形塑正向組織氣候，避免過多的政治行為。（二）重視學校運作公平，提升成員的信任感。（三）暢通溝通管道，避免影響團體的過度操弄。二、對學校校長的建議（一）妥善處理學校政治行為，避免產生負面效應。（二）明辨成員工作行為動機，避免形成惡性競爭。（三）正向肯定教師組織公民行為，鼓勵教師對教育工作的額外付出。三、對學校教師的建議（一）正向看待學校組織政治，調整自我工作心態。（二）適時善用印象管理策略，提升工作績效表現。（三）積極從事組織公民行為，創造個人與組織價值。 最後，本研究亦針對未來研究提出在測量工具、研究內容、研究設計及資料分析等方面的建議。 zh_TW dc.description.abstract (摘要) The study investigated the relationships among the perception of organizational politics, impression management motives, and organizational citizenship behaviors in elementary school teachers. Moreover, this study analyzed the impact of the organizational political climate in schools on the relationships among the perception of organizational politics, impression management motives, and organizational citizenship behaviors. In the pretest administered in this study, a survey was conducted on public elementary school teachers in Hsinchu County. A total of 300 questionnaires were distributed, and 224 were returned. The reliability and validity of the questionnaire were tested. In the formal survey, the subjects were public elementary school teachers from across Taiwan. A total of 1,458 questionnaires were distributed, and 1,026 valid samples were returned. The data were analyzed using descriptive statistics, analysis of variance, correlation analysis, and hierarchical linear models to validate the research hypotheses. Based on the results, the following conclusions were derived:1. The perception level of teachers regarding organizational politics, impression management motives, and organizational citizenship behaviors:(1) Elementary school teachers possess a middle-level perception of organizational politics.(2) Elementary school teachers possess middle-high-level impression management motives.(3) Elementary school teachers possess favorable organizational citizenship behaviors.2. The variance analysis of teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors:(1) The perception of organizational politics for teachers varies by school size, educational background, and position in school.(2) The impression management motives of teachers vary by school size, school location, gender, educational background, and position in school. (3) The organizational citizenship behaviors of teachers varies by school size, school location, gender, age, and years of service.3. The relationships among teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors:(1) The perception of organizational politics negatively affects organizational citizenship behaviors. (2) The perception of organizational politics for teachers positively affects the motivation to create a positive impression.(3) The motivation to avoid a negative impression and create a positive impression positively affects the organizational citizenship behaviors of teachers.(4) The creation of a positive impression for teachers mediates the relationship between the perception of organizational politics and organizational citizenship behaviors. (5) The organizational political climate in school moderates the relationship between the perception of organizational politics and the organizational citizenship behaviors of teachers.(6) The organizational political climate moderates the relationship between the perception of organizational politics and the development of a positive impression. According to the research results, the following suggestions are proposed for school practice, principals, and teachers.1. For school practice:(1) Establish a positive organizational climate and avoid excessive political behavior.(2) Focus on the fairness of school operations and promote the trust of members.(3) Provide unimpeded communication channels and avoid excessive manipulation by the impacting group.2. For school principals:(1) Appropriately control the political behavior of the school to avoid negative effects.(2) Distinguish working motivation among members to avoid negative competition.(3) Positively affirm teachers’ organizational citizenship behaviors, and encourage teachers to invest additional effort in educating students.3. For school teachers:(1) Positively address school organizational politics, and adjust one’s self-working attitude.(2) Appropriately use impression management strategies to enhance job performance.(3) Positively engage in organizational citizenship behaviors, and create personal and organizational value. Finally, this paper provides suggestions for future research, which include suggestions for measuring tools, research content, research design, and data analysis. en_US dc.description.tableofcontents 目 次第一章 緒論…………………………………………………..…....…...…...…1第一節 研究動機………………………………………………..…………...…1第二節 研究目的與待答問題……………………………………..…….......…7第三節 名詞釋義……………………………………………………..….......…8第四節 研究方法與步驟……………………………………………….....……9第五節 研究範圍與限制………………………………………….....…..…......13第二章 文獻探討……………………………………..…….……....……........15第一節 組織公民行為的意涵與相關研究………………………..…......….…15第二節 教師組織公民行為的意涵與相關研究………............................….…40第三節 組織政治知覺的意涵與相關研究…………………….……………....69第四節 印象管理動機的意涵與相關研究……………………..…..….……....85第五節 理論模型推導……………………………………………..….....……..95第三章 研究設計與實施……………..…………………………..….......….101第一節 研究架構與變項…………………………….……….................…..…101 第二節 研究對象………………………………………………….….………..103 第三節 研究工具…………………………………………………....………....105 第四節 實施程序…………………………………………………….…......….135 第五節 資料處理與分析……………………………………...……….………136第四章 結果與討論………………..……….………………...……….….….141 第一節 資料檢測...……………………………………………………….……141 第二節 教師組織政治知覺、印象管理動機與組織公民行為之現況分析…147 第三節 教師組織政治知覺、印象管理動機與組織公民行為之差異分析…154第四節 教師組織政治知覺、印象管理動機與組織公民行為之相關分析…177第五節 教師組織政治知覺、印象管理動機與組織公民行為之關聯性..….180第六節 綜合討論………………………………………………….…………..194第五章 結論與建議……………..………….…………………………….…201第一節 結論……………………………………………..………………….....201 第二節 建議…………………..…………………………………………….…205參考文獻……………………………………………………...………...….……211壹、中文部分………………………………………………………….……......211貳、外文部分………………………………..…………………………....…….217附錄附錄一：「專家內容效度審查審查問卷」…….………………………….……...247附錄二：「管理領域專家學者內容效度修正意見統計表」………………...…..255附錄三：「教育領域專家學者內容效度修正意見統計表」…………….…..…..257附錄四：「預試問卷」………………………………………………………...…..259附錄五：「正式問卷」………………………………………………………..…...263附錄六：「個別學校組織政治氣候 計算結果」……………………….…...267表 次表2-1 組織公民行為定義彙整………………………………………..…………18表2-2 組織公民行為構面彙整－行為特質取向………………………………..21表2-3 組織公民行為構面彙整－行為受惠者取向………………………..……25表2-4 組織公民行為行為特質取向重要引用量表………………………..……31表2-5 組織公民行為行為受惠者取向重要引用量表…………………..………34表2-6 教師組織公民行為定義彙整……………………………………..………42表2-7 教師組織公民行為的構面－行為特質取向………………………..……45表2-8 教師組織公民行為的構面－行為受惠者取向……….……………….…50表2-9 組織政治知覺定義彙整…………………………………………………..70表2-10 組織政治知覺與相關變項分析摘要………………..………………....…73表2-11 組織政治知覺量表彙整…………………..…………..………………..…78表3-1 預試樣本基本特性摘要表……………………………..…………………104表3-2 正式施測樣本基本特性摘要表……………………………..……………105表3-3 預試量表之結構與題數摘要表………………………..…………………107表3-4 專家效度審查名單（管理領域）…………………..……………………108表3-5 專家效度審查名單（教育領域）……………………..…………………109表3-6 教師組織政治知覺量表項目分析摘要表……………………………...…111表3-7 原始教師組織政治知覺測量模型參數估計摘要表……………………...114表3-8 原始教師組織政治知覺測量模型適配指標摘要表………………...……114表3-9 修正後教師組織政治知覺測量模型參數估計摘要表……………...……116表3-10 修正後教師組織政治知覺測量模型適配指標摘要表……………..….…116表3-11 教師印象管理動機量表項目分析摘要表……..…………………….……117表3-12原始單因素教師印象管理動機測量模型參數估計摘要表……..…..……120表3-13原始單因素教師印象管理動機測量模型適配指標摘要表………………120表3-14原始雙因素教師印象管理動機測量模型參數估計摘要表……..………123表3-15原始雙因素教師印象管理動機測量模型適配指標摘要表……..………123表3-16修正後雙因素教師印象管理動機測量模型參數估計摘要表………..…125表3-17修正後雙因素教師印象管理動機測量模型適配指標摘要表………..…125表3-18 教師組織公民行為量表項目分析摘要表…………………………..……126表3-19 教師組織公民行為測量模型參數估計摘要表…………………..………130表3-20 教師組織公民行為測量模型參適配指標摘要……………………..……131表3-21 修正後教師組織公民行為測量模型參數估計摘要表…………..………133表3-22 修正後教師組織公民行為測量模型適配指標摘要…………..…………133表3-23 正式量表之結構與題數摘要表…………………………………………..134表4-1 研究變項區別效度分析摘要表……………………………………..……143表4-2 研究變項組內相關係數摘要表…………………………………..………145表4-3 教師組織政治知覺因素層面現況………………………………..………147表4-4 教師組織政治知覺測量題項現況…………………………………..……148表4-5 教師印象管理動機因素層面現況……………………………………..…149表4-6 教師印象管理動機測量題項現況………………………………….……150表4-7 教師組織公民行為因素層面現況……………………………….………151表4-8 教師組織公民行為測量題項現況………………………….……………152表4-9 不同學校規模教師組織政治知覺差異分析摘要表……………….……155表4-10不同學校地區教師組織政治知覺差異分析摘要表………………..……155表4-11不同性別教師組織政治知覺差異分析摘要表…………………..………156表4-12不同年齡組別教師組織政治知覺差異分析摘要表………………..……157表4-13不同年資組別教師組織政治知覺差異分析摘要表…………………..…157表4-14不同學歷組別教師組織政治知覺差異分析摘要表……………..………158表4-15不同職務組別教師組織政治知覺差異分析摘要表………………..……159表4-16不同學校規模教師印象管理動機差異分析摘要表……………..………160表4-17不同學校地區教師印象管理動機差異分析摘要表………………..……161表4-18不同性別教師印象管理動機差異分析摘要表…………………. ………162表4-19不同年齡組別教師印象管理動機差異分析摘要表………………..……163表4-20不同年資組別教師印象管理動機差異分析摘要表………………..……164表4-21不同學歷組別教師印象管理動機差異分析摘要表………………..……165表4-22不同職務組別教師印象管理動機差異分析摘要表………………..……166表4-23不同學校規模教師組織公民行為差異分析摘要…………………..……167表4-24不同學校地區教師組織公民行為差異分析摘要表…………………..…168表4-25不同性別教師組織公民行為差異分析摘要表…………………..………169表4-26不同年齡組別教師組織公民行為差異分析摘要表…………..…………170表4-27不同年資組別教師組織公民行為差異分析摘要表………………..……171表4-28不同學歷組別教師組織公民行為差異分析摘要表………………..……172表4-29不同職務組別教師組織公民行為差異分析摘要表…………………..…174表4-30教師組織政治知覺與印象管理動機相關分析摘要表……………..……177表4-31教師組織政治知覺與組織公民行為相關分析摘要表………………..…178表4-32教師印象管理動機與組織公民行為相關分析摘要表………………..…179表4-33研究變項直接效果參數估計摘要表………………………………..……186表4-34研究變項中介效果參數估計摘要表………………………………..……189表4-35研究變項調節效果參數估計摘要表……………………………………..193圖 次圖1-1 研究步驟流程………………………………………………..…………..…12圖2-1 研究變項直接效果模型圖…………………………………..………..……97圖2-2 研究變項中介效果模型圖………………………………..…………..……98圖2-3 研究變項調節效果模型圖………………………………..…………..……99圖3-1 研究架構……………………………………………………………..……102圖3-2 教師組織政治知覺測量模型……………………………………..………112圖3-3 原始教師組織政治知覺測量模型…………………………………..……113圖3-4 修正後教師組織政治知覺測量模型………………………………..……115圖3-5 單因素教師印象管理動機測量模型………………………………..……118圖3-6 原始單因素教師印象管理動機測量模型……………………………..…119圖3-7 原始雙因素教師印象管理動機測量模型…………………………..……121圖3-8 原始雙因素教師印象管理動機測量模型………………………………...122圖3-9 修正後雙因素教師印象管理動機測量模型………………………...……124圖3-10 教師組織公民行為測量模型………………………………………...……128圖3-11 原始教師組織公民行為測量模型…………………………………...……129圖3-12 修正後教師組織公民行為測量模型………………………………...……132圖4-1 研究變項直接效果分析結果………………………………………...……186圖4-2 組織政治氣候、組織政治知覺與組織公民行為調節效果示圖…………190圖4-3 組織政治氣候、組織政治知覺與塑造正面印象調節效果示意圖………191 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098152509 en_US dc.subject (關鍵詞) 印象管理動機 zh_TW dc.subject (關鍵詞) 組織公民行為 zh_TW dc.subject (關鍵詞) 組織政治知覺 zh_TW dc.subject (關鍵詞) 多層次分析 zh_TW dc.subject (關鍵詞) impression management motives en_US dc.subject (關鍵詞) multilevel analysis en_US dc.subject (關鍵詞) organizational citizenship behaviors en_US dc.subject (關鍵詞) perception of organizational politics en_US dc.title (題名) 國民小學教師組織政治知覺、印象管理動機與 組織公民行為之關聯性：多層次模型的分析 zh_TW dc.title (題名) The relationship among teachers’ perception of organizational politics, impression management motives, and organizational citizenship behaviors of elementary school: A multi-level model analysis en_US dc.type (資料類型) thesis en
