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。 / 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.