本研究旨在瞭解我國國民中學組織學習與教師組織公民行為之關係。析言之，本研究主要研究目的有：（一）瞭解國民中學組織學習與教師組織公民行為的實際情形；（二）探討國民中學教師背景變項、學校背景變項與組織學習、教師組織公民行為的關係；（三）探討組織學習與教師組織公民行為的關係。 本研究以文獻分析法及問卷調查法進行之，係以台北縣的公立國民中學教師為取樣對象，共計抽取315人，回收297份，回收率94 ﹪。本研究之研究工具為「國民中學組織學習暨組織感受問卷」，包含「組織學習量表」及「教師組織公民行為量表」二部份。統計方法係採用信度分析、因素分析、描述統計、t 檢定、單因子變異數分析及典型相關分析等。 研究結果歸納為下列四點： 一、國民中學組織學習現況尚稱良好，教師組織公民行為良好。 二、國民中學組織學習會因教師背景變項而有差異。年輕教師、兼任行政職務教師，其在組織學習的知覺情形較佳。 三、國民中學教師組織公民行為會因教師背景變項及學校背景變項而有差異。資深教師及兼任行政職務的教師在專業成長的知覺情形較佳。 四、國民中學組織學習與教師組織公民行為有密切關係存在，即組織學習愈好，教師組織公民行為也愈佳。 最後根據研究結果，提出具體建議，以做為教育行政機關、國民中學及未來研究的參考。 / The purpose of this study was to investigate the current status of the organizational learning and teachers’ organizational citizenship behaviors (OCB) in junior high schools；to explore the influence of teachers’ background variables and schools’ background variables on organizational learning and teachers’ organizational citizenship behaviors ；to examine the correlation between organizational learning and teachers’ organizational citizenship behaviors . Literature review and questionnaire survey were conducted in this study. The sample consisted of 297 public junior high school teachers in Taipei County. Two survey instruments were used in the study, included the Organizational Learning Scale, and the Organizational Citizenship Behaviors Scale. The data were analyzed by using reliability analysis, factor analysis, descriptive statistics, t-test, one-way ANOVA, canonical correlation. The results of this study revealed: （1）There were significant differences in teachers’perception of organizational learning in term of the junior, and position. （2）Teachers’ organizational citizenship behaviors varied with teachers’different seniority, position variables, and schools’ size. （3）Teachers’ organizational citizenship behaviors was explained by various dimensions of organizational learning through the first pair of canonical factor. The correlation between organizational learning and teachers’ organizational citizenship behaviors was positive. Finally, based on the results, suggestions for educational administration agencies, junior high schools and future studies were proposed.

隨著資訊科技的進步與網際網路的流通，二十一世紀儼然成為一個不同於從前的時代。不同於以往單一面向的績效評估方式，平衡計分卡採用多面向的評估標準，使組織對於其各個面向都能夠均衡的掌握，並且具有前瞻性的策略管理功能，而其中它又以學習與成長的構面，作為其他構面的基礎。 近年來由於全球化的興起，各界相當關注提升組織競爭力的課題，於是許多關於組織績效的文獻應運而生，內容不外乎講究外在報酬與內在報酬，而後者更是近年來研究的重點。組織要能順利的運作，最主要的關鍵仍在於人的因素，組織中的成員除了要能依照職務規定或工作說明書的內容行動，更要能充分的展現出「角色外行為」，現在學者通常將其稱為「組織公民行為」。 首先，本研究將對於平衡計分卡與組織公民行為的概念加以釐清，以作為後續討論的基礎。其次，將探討組織願景與策略對於組織公民行為的影響，以及平衡計分卡中學習與成長構面與組織公民行為的交互影響。在這兩大主軸的討論之中，初步的將平衡計分卡與組織公民行為做一連結。

組織承諾（Organizational Commitment）是一種態度，不但影響員工對組織投入的強度（Steers,1977），也是個人對組織的聯結關係代表 (Sheldon,1971)。在1980年代，組織承諾即成為台灣組織行為研究的流行議題，頗受研究者的關注。而組織公民行為(Organizational Citizenship Behavior/OCB) 更自1983 年起，已經成為研究者關心的重點（Bateman & Organ,1983）。目前學界已普遍地認為組織的成功必須依賴員工主動地付出一些職責之外的正面行為，透過奉獻、助人、主動建議等組織公民行為的展現，組織才得以彰顯其所欲之目標（Organ, 1990）。而OC與 OCB二者均屬於組織員工之「態度」與「行為」層面，並為組織運作良窳的核心之一。據此，攸關政府組織機能運作核心「公務人力」態度及行為的組織承諾對組織公民行為之影響為何？即為本研究之主要動機。 本文係以我國訓練機關為例，由中央及地方政府，各擇取具代表性訓練機關共六所之所屬正式職員為研究對象，並採文獻探討法及問卷調查法作為研究工具。 本研究結果發現，訓練機關人員對於組織承諾的認知情形，在整體「組織承諾」及其構面，皆有七成以上的認同，顯示人員對訓練機關認為是值得努力及付出，並願意繼續留在該機關服務；訓練機關人員對於組織公民行為的表現情形，在整體「組織公民行為」及其構面，皆有七成以上的認同，顯示訓練機關是一個同事間相處融洽的單位，人員實質感受有所助益，具有正面的意義；訓練機關人員之組織承諾對組織公民行為具中度影響力。 面對未來全球化的挑戰，組織要有能力利用最有限的資源，來創造最有效的價值，端賴具備高度組織承諾感與組織公民行為之員工，他們會自覺與組織休戚與共，願意在組織中奉獻心力，並共同為組織願景努力。本文亦從研究結果發現提出對於訓練機關人力資源發展之策略建議，俾提供參考。 關鍵詞：組織承諾 組織公民行為 訓練機關 / Organizational commitment is an attitude. It not only affects the intensity of the involvement of the employees, but also represents the relationship between individuals and organizations. In the 1980s, organizational commitment was a hot issue in the field of organizational behavior study in Taiwan. Besides, scholars have put emphasis on organizational citizenship behavior since 1983. The academic circle agrees that the organizational success depends on whether the employees can provide positive behaviors beyond their duties spontaneously. Organization objectives can be manifested by means of organizational citizenship behaviors such as dedication, helping, and active suggestions. Organizational commitment and organizational citizenship behavior both belong to the level of “attitude” and “behavior” of the employees. They are the core elements of organizational operation. The motive of this study is based on what effect upon organizational citizenship behaviors can be caused by employees’ organizational commitment. The subjects of this research are the civil servants from six training agencies pertained to the Central authorities and Local goverment. This research adopts the Document Analysis and Questionnaire Survey to collect the data. The empirical results show that the employees from the training agencies identified themselves with more than seventy percent of the conception of organizational commitment. This result represents that the employees are willing to stay and serve in the same agencies. The empirical results also show that the employees identified themselves with more than seventy percent of the conception of organizational citizenship behavior. This result represents that the agencies are organizations within which colleagues get along with each other harmoniously. Employees believe that working in the organization is helpful and meaningful. The organizational commitment of the employees in the training agencies has moderate influence on organizational citizenship behavior. Confronted with the challenges of the globalization, the organizations have to take advantage of the limited resources to create the most valuable outcome. Employees with high sense of organizational commitment and organizational citizenship behavior will regard themselves as dedicators and volunteers in the organizations. They will strive to achieve the vision of the organization. On the basis of the research findings, this study also provides strategic suggestions of the human resources development for the training agencies. Keywords: Organizational Commitment, Organizational Citizenship Behavior, Training Agency

本研究旨在探討國小教師之工作-家庭平衡、正向情緒、組織公民行為之關係，並探究正向情緒在工作-家庭平衡與組織公民行為之間是否具有中介效果。研究採用問卷調查法，以新北市公立國小教師做為樣本母群體，採用分層隨機抽樣，抽出64所小學共計760位受試者，回收有效問卷616份，所得資料分別以描述統計、t考驗、單因子變異數分析、Pearson積差相關、迴歸分析、Sobel檢定等統計方法進行研究，根據研究結果加以分析歸納，研究結論如下： 一、新北市國小教師工作-家庭平衡屬中高程度，WFC高於FWC、FWE高於WFE。 二、新北市國小教師正向情緒屬中高程度。 三、新北市國小教師組織公民行為屬於中高程度，以OCB-I最高。 四、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在WFC上有顯著差異；性別、年齡、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在FWC上有顯著差異；年齡在WFE上有顯著差異；現任職務在FWE上有顯著差異。 五、學歷、現任職務在整體OCB上有顯著差異；未滿18歲子女數、現任職務在OCB-I上有顯著差異；性別、年齡、婚姻狀況、服務總年資、學歷、現任職務、學校規模在OCB-O上有顯著差異；現任職務在TASK上有顯著差異。 六、學歷在正向情緒上有顯著差異。 七、工作-家庭平衡教師在正向情緒、OCB-I、TASK、整體OCB顯著高於非平衡教師。 八、「工作-家庭增益」與正向情緒對組織公民行為具顯著相關及預測力。 九、正向情緒在「工作-家庭增益」與組織公民行為間具有部份中介效果。 最後，根據研究結果提出建議，以供學校校長、教師及後續研究之參考。 / The purpose of this study is to investigate the relationship between teachers’ work-family balance, positive emotion and organizational citizenship behavior (OCB) in elementary school. Furthermore, the mediation of positive emotions on work-family balance and OCB was examined. A survey research was conducted using a sample of elementary school teachers in New Taipei City. Data from a sample of 616 teachers within 64 schools was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and Sobel test. The major findings of this study are as follows: 1. Teachers’ work-family balance is above average and WFC higher than FWC, FWE higher than WFE. 2. Teacher’s positive emotion is above average. 3. Teacher’s OCB is above average, “OCB-I” ranks the top. 4. Five demographic variables, including marriage, children under the age of 18, total serving years, education and position show significant differences in work-to-family conflict. Seven demographic variables, such as gender, age, marriage, children under the age of 18, total serving years, education and position, show significant differences in family-to-work conflict. One demographic variable, age, shows significant differences in work-to-family enrichment. One demographic variable, position, shows significant differences in family-to-work enrichment. 5. Two demographic variables, education and position, show significant differences in OCB. Two demographic variables, including children under the age of 18 and position, show significant differences in OCB-I. Seven demographic variables, including gender, age, marriage, total serving years, education, position and school classes, show significant differences in OCB-O. One demographic variable, position, shows significant differences in TASK. 6. One demographic variable, education, show significant differences in positive emotion. 7. Teachers with work-family balance are higher at positive emotions, OCB-I, TASK, and OCB than others. 8. Work-to-family enrichment and positive emotion are positively correlated with OCB. 9. Positive emotion as a mediator of the work-family enrichment and OCB. Based on the results of the research, suggestions for school principals, teachers and future related studies are proposed.

本研究旨在探討國民小學校長分布式領導、學校組織公平與教師組織公民行為之關係，並依據研究結果提出建議。首先，進行文獻探討，建立研究架構與工具。 其次，以北北基三市公立國民小學教師為研究對象，透過取樣進行問卷調查，總計有效樣本為802份，分別以描述統計、t考驗、變異數分析、相關分析、多元逐步迴歸分析以及結構方程模式等統計方法加以分析。依據研究結果之分析，本研究主要研究發現如下： （一）目前國民小學教師知覺校長分布式領導、學校組織公平與教師組織公民行為的程度良好。 （二）教師知覺校長分布式領導與學校組織公平的程度，在性別、年齡、服務年資等背景變項，具有顯著差異。 （三）教師知覺教師組織公民行為的程度，在服務年資、學校所在地、學校規模、校長性別以及校長服務年資等背景變項，具有顯著差異。 （四）校長分布式領導、學校組織公平與教師組織公民行為三者之間，具有正向的關聯。 （五）學校組織公平對教師組織公民行為的預測力，高於校長分布式領導對教師組織公民行為的預測力。 （六）校長分布式領導透過學校組織公平的中介效果，正向影響教師組織公民行為。 最後，根據研究結果提出相關建議，提供實務應用與未來研究之參考。 / The purpose of this study is to investigate the relationship among the principals’ distributed leadership, school organizational justice and teachers’ organizational citizenship behavior in the elementary school. The research methods included literature review and questionnaire survey. The data was collected from 802 teachers of elementary schools in Taipei City, New Taipei City, and Keelung City. The data was analyzed with descriptive statistics, t-test, one-way ANOVA, correlation, multiple regressions and structural equation modeling. The conclusions are as follows: 1. The elementary school teachers’ perception of the principals’ distributed leadership, school organizational justice and teachers’ organizational citizenship behavior is positive. 2. The elementary school teachers of different gender, age, in-service years, current position, school size and the different principal’s gender show significant differences on teachers’ perception of principals’ distributed leadership and school organizational justice. 3. The elementary school teachers of different in-service years, school districts, school size, the different school principal’s gender and principal’s in-service years show significant differences on teachers’ organizational citizenship behavior. 4. There are positive correlations among principals’ distributed leadership, school organizational justice and teachers’ organizational citizenship behavior. 5. Compared with principals’ distributed leadership, school organizational justice is the stronger indicator for teachers’ organizational citizenship behavior. 6. The principals’ distributed leadership has positive effect on teachers’ organizational citizenship behavior through the mediation effect of school organizational justice According to the findings and conclusions given above, some suggestions are provided for practical applications and future research.

本研究旨在探討校長真誠領導與教師組織承諾、組織公民行為之關係，並探究組織承諾在真誠領導與組織公民行為之間是否具有中介變項的效果。 本研究採用問卷調查法，以非完全中學之北部地區，共有110所高中職學校教師為樣本母群體，採分層隨機抽樣，抽出800位受試者，回收有效問卷586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真誠領導與教師組織承諾、組織公民行為之現況、差異情形及其預測力。研究結論如下： 一、高中職教師對校長真誠領導之知覺現況中等，以「內化道德觀」最高。 二、高中職教師組織承諾之表現程度屬中等，以「情感性承諾」最高。 三、當前高中職教師組織公民行為之表現屬中等程度，以「對學生之公民行為」最佳。 四、性別、年齡、職務、公私立等四個背景變項在真誠領導、組織承諾、組織公民行為上有顯著差異，以「男性」、「41歲以上」、「兼任主任職務者」、與「私立學校」教師較高。 五、服務總年資及本校服務年資等二個背景變項在組織承諾與組織公民行為上有顯著差異，以服務11年以上之教師比10年以下的教師對學校產生了更高的認同感，表現相對較佳的公民行為。 六、教育背景、學歷、高中職類型等三個背景變項在真誠領導、組織承諾、組織公民行為上無顯著差異。 七、真誠領導與組織承諾對組織公民行為具顯著正相關及預測力 八、組織承諾在真誠領導與組織公民行為間具有部份中介效果 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、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 Authentic Leadership(AL) and teacher’s Organizational Commitment(OC) and Organizational citizenship behavior(OCB). Furthermore, the mediating effect of AL and OC on OCB was examined. A survey research was conducted using a sample of high school and vocational school teachers in 7 counties/cities in Northern Taiwan, excluding the complete schools. 800 teachers from 110 schools were selected by stratified random sampling. 586 valid sample data collected was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, multiple-regression analysis. The major findings of this study are as follows: 1.Principal’s AL is above average, “internalized moral perspective” ranks the top. 2.Teacher’s OC is above average, “affective commitment” ranks the top. 3.Teacher’s OCB is above average, “OCB-defending the individual students” ranks the top. 4.Four demographic variables, including gender, age, position, school type, show significant differences in AL, OC, OCB. Teachers who are male, older than 41, work as the chief of department, or work in private schools show higher perception of AL and higher performance of OC and OCB. 5.Two demographic variables, total serving years and serving years in present school, show significant differences in OC, OCB. Teachers with more than 11 serving years show much sense of identification and better performance of OCB. 6.Three demographic variables, including university, education, school category, show no significant differences in AL, OC, OCB. 7.AL is positively related to OC and OCB. In addition, AL has positive direct effect on OCB, OC has positive direct effect on OCB. AL has positive direct effect on OC. 8.OC does have mediating effect on AL and OCB. Based on the results of the research, suggestions for educational administration authorities, principals and future related study are proposed.

本研究旨在探討學校職員工作價值觀與組織公民行為的現況與相關情形，採問卷調查法，以國立臺灣大學職員為對象，蒐集有效問卷共達420份，所得資料以SPSS for Windows 16.0視窗版套裝軟體統計分析，統計方法有描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析及多元逐步迴歸分析。研究結果如下： （一）學校職員的工作價值觀現況，以道德價值得分最高，其次依序為能力價值、自我成就價值、儒家文化價值、社會價值，得分最低為外在酬賞價值。職員的組織公民行為現況，以樂群最高，其次依序為敬業、熱忱、忠誠，得分最低為運動家精神。 （二）學校職員的工作價值觀與組織公民行為隨著個人背景變項之不同而有顯著差異。 （三）工作價值觀與組織公民行為及其構面間，有顯著的中低程度相關存在，個人內在的各種價值取向對於組織公民行為有正向的關聯性。 （四）工作價值觀對組織公民行為有互動影響，並具預測力。能力價值對熱忱、敬業、運動家精神、組織公民行為有較高預測力；道德價值對樂群有較高預測力；社會價值對忠誠有較高預測力。 / This thesis aims to explore the current status and correlation between working values and organizational citizenship behavior for school staff. A questionnaire survey was applied in this study, with 420 valid questionnaires collected from National Taiwan University. The SPSS 16.0 for Windows software package was employed for statistical analyses. The involved statistical methods include descriptive statistic analysis, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and multiple stepwise regression analysis. The results of this study are as follows: 1. Among the working values of the school staff, moral gets the highest score, followed in descending order of score by capability, self-achievement, Confucianism, social values and external reward. While among organizational citizenship behavior of the school staff, gregariousness gets the highest score followed in descending order of score by professional dedication, zeal, loyalty and sportsmanship. 2. Working values and organizational citizenship behavior of the school staff vary significantly with their personal backgrounds. 3. There exists low-to-mid level correlation between working values and organizational citizenship behavior. There also exists positive correlation between personal value orientation and organizational citizenship behavior. 4. Interaction and predictability are observed between working values and organizational citizenship behavior. capability is more predictive to zeal, professional dedication, sportsmanship and organizational citizenship behavior; moral is more predictive to gregariousness; Social values are more predictive to loyalty.

本研究旨在探討高中教師知覺校長服務領導、教師組織公民行為與教師工作滿意度之現況，比較不同背景變項之高中教師在知覺校長服務領導、教師組織公民行為、以及教師工作滿意度之差異情形，並探討高中教師在知覺校長服務領導、教師組織公民行為與教師工作滿意度的關係，並進而分析高中教師知覺校長服務領導、教師組織公民行為對教師工作滿意度之預測力。 本研究採用調查研究法進行研究，以臺北市高中教師為對象，共發出417份問卷，回收377份，可用問卷374份，回收率達90％。調查所得資料以SPSS統計套裝軟體，進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸等統計方法處理分析。本研究獲致以下結果： 一、臺北市高中教師對於校長之服務領導行為感受有正面之知覺。在校長服務領導八個層面中，以「自我覺察」為最高。 二、臺北市高中教師組織公民行為屬於中上程度。在教師組織公民行為三個層面中，以「主動助人」最高。 三、臺北市高中教師工作滿意度屬中上程度。在教師工作滿意度四個層面中，感到最滿意的是「同僚關係」。 四、教師兼主任在校長服務領導的知覺較兼導師與專任教師高；學校規模在51班以上之教師在知覺校長服務領導上顯著高於31-50班的教師；私立高中教師知覺校長服務領導高於公立高中教師；不同性別、年齡、服務年資、學歷之臺北市高中教師知覺校長服務領導的程度無顯著差異。 五、年齡愈大的教師，相較於年齡小的教師，更有組織公民行為之表現；教師兼主任的組織公民行為，較導師和專任教師高；年資5年以下之教師，在組織公民行為的表現明顯低於其他組別的教師，而年資21年以上教師的組織公民行為表現最高；私立高中教師組織公民行為高於公立高中教師；不同性別、學歷、學校規模之高中教師在組織公民行為上無顯著差異。 六、51歲以上教師之工作滿意度高於30歲(含)以下及31-40歲教師；年資在11-20年與21年以上的教師對於「工作本身」的滿意度高於年資在5年以下的教師；學歷為大學畢業之高中教師高於學歷為碩士的高中教師；學校規模在51班以上的高中教師高於學校規模在31-50班與30班以下之高中教師；私立高中教師工作滿意度高於公立高中教師；不同性別、職務之高中教師在教師工作滿意度上無顯著差異。 七、臺北市高中教師知覺校長服務領導與教師組織公民行為有顯著相關；臺北市高中教師知覺校長服務領導與教師工作滿意度有顯著相關；臺北市高中教師組織公民行為與教師工作滿意度有顯著相關。 八、臺北市高中校長服務領導對教師工作滿意度具有預測作用；臺北市高中教師組織公民行為對教師工作滿意度具有預測作用；臺北市高中校長服務領導與教師組織公民行為對教師工作滿意度具有預測作用。 最後，根據研究結果提出建議，供高中校長、教師、教育行政機關、教師會、校長協會及後續研究之參考。 / The aim of this study is to discuss the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and current teacher job satisfaction, compare the differences in the perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction among teachers with different background variables, and study the relationship among the senior high school teachers’ perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction to further analyze the predictive capability of the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and the teacher job satisfaction. This research conducted a survey-questionnaire by targeting on the senior high school teachers of Taipei City. A total of 417 questionnaires were distributed and 377 questionnaires were received. There were 374 valid returned questionnaires and the ratio of valid questionnaire is 90%. The data was analyzed through SPSS statistics, descriptive statistics, t test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the research are as the followings: 1. The senior high school teachers of Taipei City have a positive perception toward the principal’s servant leadership. Among 8 perspectives of the principal’s servant leadership, the “self-awareness” has the most positive perception. 2. The level of the citizenship behavior of teachers’ organization for the senior high school teachers in Taipei City is above average. Among 3 perspectives of the citizenship behavior of teachers organization, the level of “helping others voluntarily” is the highest. 3. The teach job satisfaction of the senior high school teachers of Taipei City is above average. Among 4 perspectives of teacher job satisfaction, the “colleague relations” is most satisfied. 4. The teacher who also serves in a chief position has higher perception toward the principal’s servant leadership comparing to the teachers who also serve as a preceptor or full-time teacher. The teachers who teach at a school with more than 51 classes have significant higher perception toward the principal’s servant leadership comparing to the teachers who teach at a school with 31-50 classes. The private senior high school teachers have higher perception toward the principal’s servant leadership comparing to the public senior high school teachers. There is no significant difference in the perception of the principal’s servant leadership among the senior high school teachers of Taipei City with different ages, years of service and educational background. 5. The elder teachers have stronger organizational citizenship behavior comparing to younger teachers. The teacher who also serves in a chief position has stronger organizational citizenship behavior comparing to the teachers who also serve as preceptor or full-time teacher. The teachers with less than 5 years of teaching experience significantly have weaker organizational citizenship behavior comparing to other group of teachers. The teachers with more than 21 years of teaching experience have the strongest organizational citizenship behavior. The private senior high school teachers have stronger organizational citizenship behavior comparing to the public senior high school teachers. The gender, educational background and size of school have no significant impact on the senior high school teachers’ organizational citizenship behavior. 6. The job satisfaction of the teachers aged above 51 is higher than that of the teachers aged below 30 (included 30) and between 31 and 40. The teachers with 11-20 and more than 21 years of teaching experience have higher satisfaction of “job itself” comparing to the teachers with less than 5 years of teaching experience. The job satisfaction of the teachers with university degree is higher than that of the teachers with master degree. The job satisfaction of the teachers working at a school with more than 51 classes is higher than that of the teachers working at a school with 31-50 classes or less than 30 classes. There is no significant difference in teacher job satisfaction among teachers with different gender and position. 7. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the citizenship behavior of teachers’ organization. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the teacher job satisfaction. The organizational citizenship behavior of the senior high school teachers of Taipei City is significantly correlated with the teacher job satisfaction. 8. The servant leadership of the principals of the senior high school in Taipei City has a predictive effect on teacher job satisfaction. The citizenship behavior of the teachers’ organization in Taipei City has a predictive effect on teacher job satisfaction. Both of the principal’s servant leadership and the citizenship behavior of the teachers’ organizations in Taipei City have a predictive effect on teacher job satisfaction. Finally, the recommendations were given based on the research results to provide references for senior high school principals and teachers, education administrative units, teachers association, principals association and future studies.

本研究旨在探討新竹地區（新竹縣、市）國民中學學校創新經營、組織公民行為與學校效能之關係。研究採調查研究法，共計抽樣25所學校，發出 650 份問卷，回收 560 份有效問卷，回收率為 86％。資料處理分別以描述性統計、t檢定、單因子變異數分析、積差相關、迴歸分析等統計方法進行統計分析。 本研究獲致下列之結論： 一、國中教師對整體學校創新經營現況知覺程度為中上，其中以「資訊科 技創新經營」感受最佳，「外部環境創新經營」則仍有待努力。 二、國中教師對整體組織公民行為之現況感受為中上程度，其中以「不爭 利營私」最受重視，「認同組織」則有待加強。 三、國民中學整體學校效能的現況尚稱良好，其中以「教師專業成長」最 受重視，「社區認同支持」則有加強的空間。 四、「學校歷史」是影響學校創新經營、組織公民行為與學校效能的重要 背景變項，創校10以內的學校表現較佳。 五、「性別」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，男性普遍高於女性。 六、「年資」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，新進5年以內的教師表現較佳。 七、「學歷」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，一般大學畢業的教師表現普遍較高。 八、「職務」是影響組織公民行為與學校效能的重要背景變項，兼任行政 教師普遍較高。 九、「年齡」是影響組織公民行為的重要背景變項，41歲以上的教師表現 普遍較佳。 十、國中學校創新經營的情況愈佳，教師組織公民行為的情形也愈佳。 十一、國中學校創新經營的情況愈高，則學校效能愈佳。 十二、國中教師組織公民行為愈高，則學校效能也愈佳。 十三、學校創新經營對學校效能具有預測力，而且以行政管理最具預測力 十四、組織公民行為對學校效能具有預測力，而且以認同組織最具預測力 十五、學校創新經營與組織公民行為對學校效能具有預測力，且以分層面 「行政管理創新經營」的預測力最佳。 依據研究之結論，研究者提出具體建議，以供學校及教育行政機關後續提昇學校效能之可行做法，以及未來相關研究之參考。 一、強化資訊網路系統、鼓勵知識分享，以提升學校效能。 二、營造和諧的校園氣氛，公開表揚教師的組織公民行為。 三、重視教師專業成長，確保學校效能的展現。 四、肯定女性教師，提供更多校務參與機會。 五、鼓勵教師參與行政工作，深度認識加強認同。 六、鼓勵勇於創新與改變，營造正向的創新校園。 七、加強教師組織公民行為，對學校的認同，以提昇學校效能。 八、加強與社區互動，爭取社區成員的認同支持。 / The purpose of this study is to explore the relationships between school innovative management and teacher’s organizational citizenship behavior and school effectiveness of junior high schools in Hsin Chu County and Hsin Chu City. Questionnaire survey method is adopted. The samples include 25 schools and 650 questionnaires were distributed. There were 560 valid questionnaires used finally in the statistic analysis and the usable rate is 86%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.The current states of school innovative management in junior high school are good. Comparing all dimensions, “information and technology ” is the best; “exterior relationship” is the worst. 2.The whole performance of teacher’s organizational citizenship behavior is good. Among the sectional scores, “the dimension of non-benefit-orientated” is the highest. 3.School effectiveness shows medium-high level, especially “the professional development of teachers.” 4.The “school history” is the most important environment factor to affect school innovative management and teacher’s organizational citizenship behavior. 5.The “gender” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 6.The “years of service in education” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 7.The “highest of educational diploma” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 8.The “position of teacher” is the most important background factor to affect teacher’s organizational citizenship behavior and school effectiveness. 9.The “age” is the most important background factor to affect teacher’s organizational citizenship behavior. 10. The better the school innovative management will be, the more the teacher’s organizational citizenship behavior will be. 11.The higher the level of school innovative management is, the higher level of school effectiveness will be. 12. The more the organizational citizenship behavior will be, the higher the school effectiveness will be. 13. The school innovative management can predict the school effectiveness, and “administration and management” is the primary predictable variable. 14. The teacher’s organizational citizenship behavior can predict the school effectiveness, and “the identifying oneself with the organization” is the primary predictable variable. 15. The school innovative management and the teachers’ organizational citizenship behavior can predict the school effectiveness, and “administration and management” is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research.

本研究旨在瞭解臺北市國民小學校長分布式領導與教師組織公民行為之現況，並分析不同背景變項之教師在知覺校長分布式領導與教師組織公民行為之差異情形，且探討二者之間的關係，最後探討校長分布式領導對教師組織公民行為預測力情形。 研究採問卷調查法，以臺北市立國民小學教師為研究對象，採分層隨機抽樣，抽取47所學校，發出788份問卷，回收688份有效問卷，問卷有效率達87.3％。資料處理分別以描述統計、t 考驗、變異數分析、相關分析、多元逐步迴歸分析以及結構方程模式等統計方法加以分析。 本研究獲致以下之結論： 一、國民小學教師知覺校長分布式領導與教師組織公民行為之現況屬中高程度。 二、不同性別、年齡、服務年資、職務的國民小學教師，知覺校長分布式領導有顯著差異，以男性、年齡51歲以上、服務年資21年以上、擔任職務為兼主任之教師，知覺校長分布式領導的程度較高。 三、不同性別、年齡、服務年資、職務的國民小學教師，知覺教師組織公民行為有顯著差異，以男性、年齡51歲以上、服務年資21年以上、擔任職務為兼主任之教師，知覺教師組織公民行為的程度較高。 四、國民小學校長分布式領導與教師組織公民行為具有顯著正相關。 五、國民小學校長分布式領導對教師組織公民行為具有正向預測力。 六、國民小學校長分布式領導與教師組織公民行為的結構方程模式適配度良好。 最後，根據研究結果提出相關建議，提供實務應用與未來研究之參考。 / The purpose of this study is to investigate the current status of principals’ distributed leadership and teachers’ organizational citizenship behavior of the elementary schools in Taipei City, and to analyze the differences in different background variables are conscious of principals’ distributed leadership and teachers’ organizational citizenship behavior, and to explore the relationship between the two variables. Finally, to explore the prediction on principals’ distributed leadership to teachers’ organizational citizenship behavior. Questionnaire survey method is adopted. The data was collected from teachers of elementary schools in Taipei City by stratified random sampling. The samples include 47 schools and 788 questionnaires were distributed. There were 688 valid questionnaires used finally in the statistical analysis and the usable rate is 87.3%. The data was analyzed with descriptive statistics, t-test, one-way ANOVA, correlation, multiple regressions and structural equation modeling. The conclusions are as follows: 1.The elementary school teachers’ perception of the principals’ distributed leadership and teachers’ organizational citizenship behavior is above average. 2.Regarding perceived distributed leadership, there was significant difference among teachers of different genders, ages, periods of service and positions in school. Teachers who are male, older than 51, more than 21 serving years, or as the chief of department were with higher degree of distributed leadership perception. 3.Regarding perceived teachers’ organizational citizenship behavior, there was significant difference among teachers of different genders, ages, periods of service and positions in school. Teachers who are male, older than 51, more than 21 serving years, or as the chief of department were with higher degree of teachers’ organizational citizenship behavior perception. 4.The degree of principals’ distributed leadership and teachers’ organizational citizenship behavior was significant positively related. 5.The degree of teachers’ organizational citizenship behavior could be predicted by the degree of principals’ distributed leadership. 6.The SEM constructed for principals’ distributed leadership and teachers’ organizational citizenship behavior showed goodness of fit. According to the findings and conclusions given above, some suggestions are provided for practical applications and future research.