目前對於不當督導與部屬後果之關係的心理機制研究，大部分侷限於組織正義的範疇裡，本研究根據情感事件理論，提出部屬之負面情緒在不當督導與部屬反應間的中介角色，不當督導藉由引發部屬的負面情緒，影響其工作滿意、情緒耗竭及離職意圖；本研究進一步探討個人的傳統性、認知再評估情緒調控策略在部屬不當督導知覺和負面情緒之關係的調節效果，此外，研究並假設個人壓抑式與認知再評估情緒調控，會調節部屬負面情感與工作滿意、離職意圖及情緒耗竭的關係。本研究採便利取樣，共收集218筆有直屬主管之在職員工資料，經階層迴歸分析發現，一，憤怒情緒具有中介效果：知覺不當督導關係到部屬憤怒情緒的升高，進而工作滿意低落、情緒耗竭嚴重及離職意圖增加；二，認知再評估能緩衝知覺不當督導與害怕情緒的關係；三，認知再評估高的部屬，其害怕情緒和工作滿意的相關較弱。本研究有助於管理者體認工作情緒在不當督導對部屬影響的重要性，並指出認知再評估情緒調控策略，對於減緩員工負面情緒及負面後果的助益。最後，針對研究限制、未來研究方向提出說明與建議。 / Current examinations of the psychological mechanism of abusive supervision and subordinate consequences focus mostly on organizational justice. According to Affective Event Theory, the present study proposed that subordinates’ negative emotions may mediate the relationship between abusive supervision and subordinate job satisfaction, emotion exhaustion, and intention to leave. Further, the study investigated the moderating effect of subordinates’ traditionality and two emotion regulation strategies, cognitive reappraisal and expressive inhibition, in the above relationships. Hierarchical regression analyses on data collected from a sample of 218 full-time employees in Taiwan were used to test the proposed hypotheses. Results show that anger mediated the positive relationship between abusive supervision and employee outcomes such that abusive supervision is positively correlated with subordinates’ anger, which further leads to lower job satisfaction, higher emotion exhaustion and intention to leave. Second, cognitive reappraisal moderated the relationship between abusive supervision and subordinates’ fear as well as the relationship between subordinates’ fear and job satisfaction. Those findings indicated the importance of subordinates’ emotions and the buffering effect of cognitive reappraisal in the relationship between abusive supervision and subordinate consequences. Based on the results of the study, limitations, practional implications and suggestions for future research are discussed.

本研究旨在探討不當督導、上下級關係及非志願性公民行為之關係，並探究上下級關係在不當督導與非志願性公民行為之間是否具有中介效果以及權力距離、組織政治知覺在不當督導與非志願性公民行為、上下級關係與非志願性公民行為之間是否具有調節效果。 本研究採用問卷調查法，以全國507所高中職教師為樣本母群體，採分層隨機抽樣，抽出600位受試者邀請填寫網路問卷，回收有效問卷375份，所得資料分別以描述性統計、t考驗、單因子變異數分析及迴歸分析等統計方法進行資料的分析與處理，以瞭解高中職教師知覺校長不當督導與上下級關係、非志願性公民行為之現況、差異情形及上下級關係、權力距離、組織政治知覺的中介、調節效果，研究結論如下： 一、高中職教師對校長不當督導之知覺現況屬低度。 二、高中職教師上下級關係之表現程度屬中低程度。 三、高中職教師非志願性公民行為之表現程度屬中低程度。 四、學校規模等背景變項在不當督導有顯著差異，24班以下高於50班以上。 五、性別、年齡、職務及學校公私立屬性等背景變項在上下級關係上有顯著差異，男性、兼任主任的教師情感型關係顯著較高；男性、35歲以下、私立學校教師的工具型關係顯著較高。 六、本校服務年資、職務在非志願性公民行為有顯著差異，組長高於專任、服務年資6-15年高於5年以下。此外，服務總年資、學歷等二個背景變項在不當督導、上下級關係、非志願性公民行為上皆無顯著差異。 七、上下級關係在不當督導與非志願性公民行為間有部分中介效果。 八、權力距離在「不當督導」、「工具型關係」與非志願性公民行為間具有調節效果。 九、組織政治知覺只在工具型關係與非志願性公民行為間具有調節效果。 最後依據研究結果與結論，提出具體建議，以作為高中職校長以及未來研究的參考。 / The purpose of this study is to investigate the relationship among principal’s Abusive Supervision (AS) and Supervisor-Subordinate GuanXi (SSG) and Compulsory Citizenship Behavior (CCB) of senior high school teachers. Furthermore, the mediating effect of SSG between AS and CCB is analyzed, And the moderating effects of Power Distance (PD) and Organizational Politics (OP) between AS and CCB, between SSG and CCB are explored in the study. A survey research was conducted using a sample of senior high school teachers in Taiwan, excluding the complete schools. 600 teachers from 570 schools were selected by stratified random sampling. 375 valid sample data collected was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, multiple-regression analysis. Based on 6-point Likert Scale, the major findings of this study are as follows: 1. Teachers’ perception of principal’s abusive supervision is below average. 2. Teachers’ perception of Supervisor-Subordinate GuanXi is below average. 3. Teachers’ Compulsory Citizenship Behavior is below average. 4. One demographic variable, school size, show significant differences in AS. Teachers who work at schools with less than 24 classes show higher perceptions of AS. 5. Four demographic variables, including gender, age, position, school type, show significant differences in SSG. Teachers who are male, younger than 35, work as the director of the department, or work in private schools show higher perceptions of SSG, especially instrumental ties. 6. Two demographic variables, tenure at the present school and position, show significant differences in CCB. Teachers whose tenure at the present school is longer, who work as the chief, show higher perceptions of CCB. Furthermore, two demographic variables, tenure and education, show no significant differences in AS, SSG and CCB. 7. AS is positively related to SSG and CCB. In addition, AS has a positive direct effect on CCB, SSG has a positive direct effect on CCB. AS has a positive direct effect on SSG. SSG does have mediating effects between AS and CCB. 8. Power Distance has moderating effects between AS and CCB, between SSG and CCB. 9. Organizational Politics has moderating effects only between SSG and CCB. Based on the results of the research, suggestions for principals and future related study are proposed.