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.