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.

本研究旨在瞭解國中校長正向領導、教師正向心理資本與教師組織公民行為的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為的差異情形，最後探討國中校長正向領導、教師正向心理資本與教師組織公民行為之關係。 本研究採問卷調查法進行研究，以臺北市、新北市和桃園縣之國中正式教師為對象，共發出896份問卷，回收831份，有效問卷823份，回收有效率91.85％。調查所得資料分別以IBM SPSS Statistics 20.0版及IBM SPSS Amos 21.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 積差相關、結構方程模式(SEM)等統計分析。研究主要發現如下： 一、 目前臺北市、新北市和桃園縣之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為之現況呈中上程度。 二、 不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為有顯著差異。 1. 男性、年齡51歲以上、服務年資5年以下、兼任行政職務、服務於24班以下學校之國中教師知覺校長正向領導的程度較高。 2. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較高的教師正向心理資本。 3. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較佳的教師組織公民行為。 三、 國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為兩兩之間具有正相關。 四、 國中校長正向領導透過教師正向心理資本影響教師組織公民行為，其中教師正向心理資本具中介效果。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、國中教師及未來研究者之參考。 / The aim of this study is to discuss the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors, compare the differences in the perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors among teachers with different background variables. Finally, the study explores the relationship among the junior high school teachers’ perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. The research is to adopt questionnaire survey by targeting on the junior high school teachers of Taipei City, New Taipei City and Taoyuan County. A total of 896 questionnaires were distributed and 831 questionnaires were received. There were 823 valid samples, with a valid return rate of 91.85%. The date analyses, through IBM SPSS Statistics 20.0 and IBM SPSS Amos 21.0, included descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient and structural equation modeling (SEM). The main findings of this research are as follows: 1. Currently, in Taipei City, New Taipei City and Taoyuan County, the perception of junior high school teachers towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors are above average. 2. The perception of junior high school teachers with different background variables towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors have significant differences. 2.1 Male teachers, teachers aged above 51, teachers with less than 5 years of teaching experience, teachers as directors or section chief, teachers who teach at a school with less than 24 classes highly perceive principals’ positive leadership. 2.2 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ positive psychological capital. 2.3 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ organization citizenship behaviors. 3. There are positive correlations among the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. 4. The junior high school principals’ positive leadership through teachers’ positive psychological capital affects teachers’ organization citizenship behaviors, teachers’ positive psychological capital with mediating effect. Finally, according to the research findings and conclusions, the study proposes the suggestions as references for educational authority, junior high school principals, teachers and future researchers.

此篇論文之目的乃是探討品牌心理擁有感之前因與結果因素，本研究欲探討之三個與品牌相關的構念，包括公司品牌管理、品牌心理擁有感、品牌公民行為。第一個構念為公司品牌管理，代表能改善不同利害關係人對公司品牌認知與態度之組織作法；第二構念為品牌心理擁有感，代表能使員工對公司品牌產生所有權感受的心理狀態；第三個構念為品牌公民行為，代表員工擁有品牌導向之利他行為並將品牌精神活出來。本研究採取了兩個步驟，以探討品牌心理擁有感之前因與結果因素，本研究首先進行了公司品牌管理、品牌心理擁有感與品牌公民行為之量表發展，其次，本研究探索了公司品牌管理、品牌心理擁有感、品牌公民行為與品牌權益之跨層次關係。 本研究根據Hinkin (1998)之準則進行量表發展，在公司品牌管理的部分，本研究從台灣連鎖商店的主管獲得275份樣本。在探索性因素分析與驗證性因素分析後，本研究獲得五項公司品牌管理的因素，包括：公司品牌管理的溝通與評估、公司品牌管理之部門間協調、公司品牌管理之領導與利害關係人互動、公司品牌管理之訓練與徵選、公司品牌管理之文化與願景，結果顯示公司品牌管理量表具有良好的穩定性與效度。 在品牌心理擁有感與品牌公民行為的部分，本研究從台灣連鎖商店的第一線員工獲得361份樣本。在探索性因素分析與驗證性因素分析後，本研究獲得三項品牌心理擁有感的因素，包括：品牌自我效能感、品牌責任感、品牌認同感與歸屬感。同樣地，在探索性因素分析與驗證性因素分析後，本研究獲得三項品牌公民行為的因素，包括：品牌之運動家精神與背書、品牌之幫助行為、品牌之考量與提升，結果顯示品牌心理擁有感與品牌公民行為之量表具有良好的穩定性與效度。 從個人層次的分析結果發現，品牌心理擁有感正向影響品牌公民行為，並且大部分之品牌心理擁有感的因素正向影響品牌公民行為的因素。從跨層次的分析結果發現，公司品牌管理正向影響品牌心理擁有感與品牌公民行為，組織層次的品牌公民行為正向影響品牌權益。本研究亦發現，品牌心理擁有感在公司品牌管理與品牌公民行為之間扮演跨層次的中介角色。從跨層次的細部分析結果發現，許多公司品牌管理之因素正向影響品牌心理擁有感與品牌公民行為之因素。本研究亦探討了研究結果討論、研究貢獻、研究限制與未來研究。 / This thesis aims to investigate the antecedent and consequence of brand psychological ownership. Three major constructs related to branding efforts and results studied and explored by this research include corporate branding, brand psychological ownership, and brand citizenship behavior. The first construct, corporate branding, represents practices that improve brand cognitions and brand attitude of multiple stakeholders. The second construct, brand psychological ownership, represents the psychological state that makes employees produce feeling of ownership toward the corporate brand. The third construct, brand citizenship behavior, shows that employees have brand-oriented altruistic spirit and live the brand. In order to explore the antecedent and consequence of brand psychological ownership, two major steps are conducted by this study. First, this study conducts the scale developments of corporate branding, brand psychological ownership, and brand citizenship behavior. Second, this study explores the multilevel relation between corporate branding, brand psychological ownership, brand citizenship behavior, and brand equity. The guidelines of Hinkin (1998) are followed as the procedures of scale development. As for the scale development of corporate branding, a survey conducted among a sample of 275 managers from the franchise organizations in Taiwan was undertaken. Five factors of corporate branding obtained after EFA and CFA include: communication and evaluation of corporate branding, departmental coordination of corporate branding, leadership and interaction with stakeholders of corporate branding, training and selection of corporate branding, and vision and culture of corporate branding. The results represent a scale of corporate branding with good reliability and validity. As for scale developments of brand psychological ownership and brand citizenship behavior, a survey conducted among a sample of 361 customer-facing employees from the franchise organizations in Taiwan was undertaken. Three factors of brand psychological ownership obtained after EFA and CFA include: brand self-efficacy, brand accountability and identification and belongingness of brand. Three factors of brand citizenship behavior obtained after EFA and CFA include: sportsmanship and endorsement of brand, helping behavior of brand, and consideration and enhancement of brand. The results represent scales of brand psychological ownership and brand citizenship behavior with good reliability and validity. In the individual level analyses, brand psychological ownership has a positive effect on brand citizenship behavior, and most factors of brand psychological ownership have positive effects on factors of brand citizenship behavior. In the multilevel analyses, results demonstrate that corporate branding has positive effects on brand psychological ownership and brand citizenship behavior. Organizational-level brand citizenship behavior positively affects brand equity. It is also found that brand psychological ownership fully mediates the relationship between corporate branding and brand citizenship behavior. Detailed analyses show that many factors of corporate branding have positive effects on different factors of brand psychological ownership and brand citizenship behavior. Most factors of brand psychological ownership positively affect factors of brand citizenship behavior. Discussion, contributions, implication, limitation, and future study are also 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.

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企業社會責任(corporate social responsibility，簡稱CSR)的概念與實務發展在近年來已成為一門企業永續經營的顯學。本研究認為，有別於一般組織外部利害關係人的觀點，身為內部觀察者的員工身分具有特殊性，不僅較外部利害關係人更接近公司核心，亦有機會參與公司的企業社會責任政策制定與活動。因此，本研究旨在建構一研究模型，以員工觀點了解企業社會責任認知及企業志工參與對組織公民行為之影響過程與結果，包含探究員工對企業社會責任認知與企業志工參與程度是否與組織認同有正向影響？員工企業社會責任認知與組織認同是否為知覺外部聲望所中介？當員工組織認同提高時，是否增進其工作滿足、組織承諾、顧客導向？ 　　本研究以Kim et al.(2010)所提出的企業社會責任影響員工企業認同模型概念為基礎，並拓展員工可能展現的反應及工作態度構念，以便利抽樣法回收有效紙本問卷201份、有效網路問卷115份，共計獲得316份樣本。經由驗證性因素分析與結構方程模式(Structural Equation Modeling, SEM)分析後得出研究結論如下： 1.知覺外部聲望確實為企業社會責任認知程度與組織認同之中介變數，員工的企業社會責任認知程度對知覺外部聲望有正向的影響，而更進一步影響組織認同。 2.企業志工參與和組織認同具有正向關係，佐證當企業的社會責任相關活動能滿足員工的心理需求時，員工將會傾向認同該企業。 3.組織認同與顧客導向、工作滿足及組織承諾皆存有正向的影響關係。 4.顧客導向、工作滿足和組織承諾皆與組織公民行為有正向的影響關係，其中顧客導向和組織承諾的影響力皆大於工作滿足。 / The increasing development of corporate social responsibility has become a prevalent concern for business sustainability practices. In comparison to the viewpoint of outside stakeholders, employees play unique roles for their company for two reasons: (1) employees are closer to corporate core business (2) employees participate more easily in CSR activities and policy formulation. Therefore, this study aims to establish a model to understand how employees’ perceived CSR and participation in employee volunteer program (EVP) relate to their organizational citizenship behavior. This study also investigates whether perceived CSR and EVP participation has positive effects on organizational identification; whether perceived external prestige mediates the relationship between perceived CSR and organizational identification; and whether organizational identification acts as the antecedent of job satisfaction, organizational commitment and customer orientation. The model concept is based on the model of CSR and employee-company identification established by Kim et al. (2010), and modified by adding some employees’ attitude constructs. The survey, conducted by convenience sampling, consists of a total of 316 participants whose companies have EVP. Utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM), the results are as follows: 1.Perceived external prestige is a partial mediator between perceived CSR and organizational identification. Meanwhile, perceived CSR positively affects perceived external prestige, and perceived external prestige has positive relationship with organizational identification. 2.The relationship between EVP participation and organizational identification is positive, which means employees tend to identify with their company when they are mentally satisfied by CSR activities. 3.Organizational identification positively affects variables, such as customer orientation, organizational commitment and job satisfaction. 4.The attitude factors that positively affect employees’ organizational citizenship behavior include customer orientation, organizational commitment and job satisfaction. Further, the impact of customer orientation and organizational commitment are greater than job satisfaction.

本研究欲了解企業內部品牌行銷的四個重要因素：公司品牌管理、品牌導向人力資源管理、員工為基礎品牌權益、品牌公民行為之間的關係。希望以品牌服務人員的角度針對此議題進行研究。本研究以問卷調查的量化方式衡量品牌服務人員對於公司品牌管理、品牌導向人力資源管理、員工為基礎品牌權益、品牌公民行為的認知情形。之後以迴歸方法進行分析，探討上述變數之間的關係。本研究獲得下列結論： 一、本研究確認公司品牌管理對品牌導向人力資源管理有顯著且正面的關係。故公司品牌管理必須採用品牌導向人力資源管理來塑造員工對企業品牌的認知。 二、本研究確認品牌導向人力資源管理對員工為基礎品牌權益有顯著且正面的關係。故當企業採用品牌導向人力資源管理時，可以提昇員工為基礎品牌權益。 三、本研究確認員工為基礎品牌權益對品牌公民行為有顯著且正面的關係。故當員工為基礎品牌權益高時，員工會成為企業品牌的擁護者與守護者，而在替顧客服務時，會主動思考品牌的利益，而無條件的展現對於品牌的正面態度與行為，即展現品牌公民行為。 / This study investigates the relationship between four critical factors of internal brand marketing, including corporate branding, brand-centered HRM, employee-based brand equity, and brand citizen behavior. This study is designed to use quantitative method to understand the cognition of four factors from brand service personnel. Then, regression analysis is used to investigate the relationship between four factors. This study finally draws three conclusions. First, there is a positive relationship between corporate branding and brand-centered HRM. Thus, the corporate should consider to adopt brand-centered HRM to educate employees when it decides to use corporate branding strategy. Second, there is a positive relationship between brand-centered HRM and employee-based brand equity. Thus, the corporate could enhance employee-based brand equity when it adopts brand-centered HRM. Third, there is a positive relationship between employee-based brand equity and brand citizen behavior. Thus, if employee-based brand equity is significant, brand service personnel may act positive brand citizen behavior voluntarily.