Abstract The purpose of this study is to understand the relationship between Principals¡¦ Leadership Behavior and teachers¡¦ organizational citizenship behavior in Pingtung junior high schools. Teachers¡¦ background variables and school environment variables were also analyzed to interpret the teachers' awareness of their principals¡¦ leadership behavior and their own organizational citizenship behavior. The researcher used ¡§Questionnaire of Junior High School Principals¡¦ Leadership Behavior¡¨ and ¡§Teachers¡¦ Organizational Citizenship Behavior Scales¡¨ to survey 402 teachers within 35 junior high schools in Pingtung County. The study adopted mean, standard deviation, t-test, analysis of variance, Pearson cross-product correlation, and stepwise multiple regression to answer the research questions. The findings of this study are as follows¡G 1. The principals¡¦ leadership behaviors perceived by the junior high school teachers are above average,and initiating behavior is higher than consideration behavior in pingtung county. 2. Junior high school teachers of different ¡§marital status¡¨,¡¨ years of service¡¨,¡¨ positions¡¨, ¡§school size¡¨ and ¡§school location¡¨ shows significant difference in their perception of principals¡¦ leadership behavior in pingtung county. 3. Teachers¡¦ organizational citizenship behavior of junior high school teachers in Pingtung county are above average, and the¡¨ sportsmanship¡¨ get the highest score. 4 .Junior high school teachers of different ¡§marital status¡¨ , ¡§years of service¡¨, ¡§educational degree ¡§,¡§positions¡¨,¡¨ school scale¡¨ and ¡§school location¡¨ have shows significant difference in the performance of organizational citizenship behavior. in Pingtung county. 5. Junior high school Teachers perceived their principals¡¦ different leadership styles shows significant difference in teachers¡¦ organizational citizenship behavior in Pingtung County. 6. Junior high school principals¡¦ leadership behavior is positively related to teachers¡¦ organizational citizenship behavior in Pingtung County. 7. Junior high school principals¡¦ leadership behavior and school location can predict teachers¡¦ organizational citizenship behavior in Pingtung County. Keywords: Principals¡¦ Leadership Behavior, Teachers¡¦ Organizational Citizenship Behavior

本研究旨在探討新竹縣、市國民中學校長僕人領導與教師組織公民 行為相關之研究。研究目的包括：瞭解國民中學校長僕人領導層面及學 校教師組織公民行為之現況及關係；不同背景變項的國民中學教師，對 校長僕人領導層面知覺之差異以及對學校教師組織公民行為知覺之差 異；根據研究結果提出建議。 為達成上述目的，本研究採用「問卷調查法」來進行研究，以新竹 縣、市公立和私立國民中學教師為研究對象。本研究正式問卷調查，為 求具代表性，依不同學校規模分別抽取「12 班（含）以下」學校22 所、 「13-24 班」學校12 所、「24-48 班」學校13 所及「49 班（含）以上」 學校5 所，共49 所學校。發出問卷456 份，回收442 份，回收率97.0 ％，無效問卷32 份，有效問卷412 份，有效回收率為93.0％。本研究 使用工具「國民中學校長僕人領導與教師組織公民行為關係之研究」問 卷，除了受試者基本資料外，包含兩份量表，分別是「校長僕人領導行 為量表」與「教師組織公民行為量表」問卷。在資料的統計分析方面採 用描述性統計、t 考驗、單因子變異數分析與薛費法事後比較、多元逐 步迴歸分析等方法。根據研究發現，歸納本研究主要結論如下： 一、新竹縣、市國民中學教師對校長僕人領導行為之「願景激發」 感受最高，「尊重建立社群」感受最低。 二、新竹縣、市國民中學教師對教師組織公民行為之「工作恪守本 份」」感受較佳，「人際公民行為」感受較差。 三、新竹縣、市國民中學教師對「性別」在校長僕人領導行為及教 師組織公民行為上認同度相同。 四、新竹縣、市國民中學教師感受到「61 歲以上的校長」在校長僕 人領導和及「51 歲以上教師」在教師組織公民行為上表現較佳。 五、新竹縣、市國民中學教師感受到「不同學歷」背景之校長在校 長僕人領導和教師在組織公民行為上的表現上，沒有顯著差異。 六、新竹縣、市國民中學教師對於不同服務年資的校長的感受，具 「年資7 年以上」校長在各向度上表現最高，勝過年資「3-4 年」及「2 年以下」；但是不同服務年資的教師在教師組織公民 行為上表現，沒有顯著差異。 七、新竹縣、市國民中學教師因為擔任職務之不同，在教師組織公 民行為上表現上，在「人際公民行為」向度上，專任教師高於 導師。 八、新竹縣、市國民中學教師對不同學校規模校長僕人領導的感 受，「49 班以上」明顯高於其他的規模班級數，但在教師組織 公民行為上表現上，卻無明顯差異。 九、新竹縣、市國民中學教師對於不同的學校屬性，在校長僕人領 導的感受或教師組織公民行為上表現上，都是私立大於公立。 十、校長僕人領導各層面對教師組織公民行為具有預測力，因此校 長僕人領導行為對學校教師組織公民行為產生顯著的正向直接 影響。 關鍵詞：僕人領導、教師組織公民行為 / This study aims to discuss principals’ servant leadership and teachers’ organizational citizenship behavior related studies at junior high schools in Hsinchu city/county, with research purposes to cover : understand current situation and relationship between principals’ servant leadership and teachers’ organizational citizenship behavior at junior high school; understand the differences in the perception of principals’ servant leadership and teachers’ organizational citizenship behavior of junior high school teachers from diverse background variables, and propose suggestions upon the research outcomes. In order to achieve the purposes mentioned above, the study introduces “questionnaire survey” to conduct a study, with public and private junior high school teachers in Hsinchu city/county as research objects. In order to be significant, the official questionnaire survey of this study is proceeded upon different school size, with 22 schools with “12 classes (included)”, 12 schools with “13-24 classes”, 13 schools with “24-48 classes”, 5 schools with “49 classes (included)” selected; totaling up 49 schools with 456 questionnaires distributed and 442 questionnaires returned, reporting a 97.00% return rate including 32 invalid questionnaires and 412 valid questionnaires, reporting a 93.00% valid return rate. The study uses “A Study of Principals’ Servant Leadership and Teachers' Organizational Citizenship Behavior at Junior High Schools” questionnaire as a tool, covering two tables besides basic information of interviewees, which are “Principals’ Servant Leadership Behavior” and “Teachers’ Organizational Citizenship Behavior” questionnaire. Introducing descriptive statistics, t test, one-way ANOVA, Scheffe′s method, multiple stepwise regression analysis for data statistic analysis, the study is mainly concluded as below upon the research outcomes. I. Junior high school teachers in Hsinchu city/county reported a feeling on “vision inspired” by principals’ servant leadership behavior the most, and a feeling on “respect on community establishment” the least. II. Junior high school teachers in Hsinchu city/county reported better feeling on “scrupulous abidance of duty” of teachers’ organizational citizenship behavior, and reported poorer feeling on “interpersonal citizenship behavior”. III. Junior high school teachers in Hsinchu city/county reported the same level of identity in terms of “gender” for principal leadership behavior and teachers’ organizational citizenship behavior. IV. Junior high school teachers in Hsinchu city/county reported better feeling on the performance of “principals who aged above 61” in terms of principals’ servant leadership and “teachers who aged above 51” in terms of teachers’ organizational citizenship behavior. V. Junior high school teachers in Hsinchu city/county feel no significant difference on the performance of principals from “different academic backgrounds” in terms of principals’ servant leadership and teachers’ organizational citizenship behavior. VI. In terms of various dimensions of principals upon diverse years of service, junior high school teachers in Hsinchu city/county reported better feeling on principals who have “over 7 years of service” than those who have a service of 3-4 years and under two years; however, teachers upon various years of service showed no significant difference in terms of the performance of teachers’ organizational citizenship behavior. VII. Due to the diverse positions that junior high school teachers in Hsinchu city/county are responsible for, full-time teachers performed better than tutors in terms of “interpersonal citizenship behavior” aspect of teachers’ organizational citizenship behavior. VIII. Junior high school teachers in Hsinchu city/county reported better feeling on schools with “over 49 classes” which is significantly higher than schools in other class size; however, they reported no significant difference in terms of the performance of teachers’ organizational citizenship behavior. IX. Due to different types of schools, junior high school teachers in Hsinchu city/county have positive comments on the performance of private schools than public schools in no matter a feeling on principals’ servant leadership or the performance of teachers’ organization citizenship behavior. X. The principals’ servant leadership has a power of prediction while facing teachers’ organizational citizenship behavior from various aspects, therefore, the principals’ leadership behavior will have positive and direct impact on teachers’ organizational citizenship behavior. Keyword: servant leadership, teachers’ organizational citizenship behavior

本研究旨在瞭解國民中學校長領導風格、教師組織信任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領導風格、教師組織信任與教師組織公民行為之差異情形，並且探討三者間之關係，最後藉由校長領導風格與教師組織信任對教師組織公民行為進行預測。 本研究採用調查研究法，共抽樣35所學校，發出622份問卷，回收480份有效問卷，有效問卷回收率達77.17%。研究資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關與逐步迴歸分析等統計方式進行分析。 本研究之結論如下： 一、國民中學教師知覺校長轉型領導、交易領導屬中高程度。 二、國民中學教師表現教師組織信任屬中高程度。 三、國民中學教師表現教師組織公民行為屬高程度。 四、國民中學教師，因其性別、年齡、教育程度、服務年資、擔任職務與服務學校規模之不同，知覺校長轉型領導、交易領導有差異，以男性、30歲以下、一般大學、服務年資10年以下及兼任主任、組長之教師或科任教師、服務於49班以上學校之教師知覺程度較高。 五、國民中學教師，因其性別、年齡、教育程度、擔任職務與服務學校規模之不同，表現教師組織信任有差異，以男性、30歲以下、一般大學、及兼任主任之教師或科任教師、服務於49班以上學校之教師表現程度較高。 六、國民中學教師，因其教育程度、擔任職務與服務學校規模之不同，表現教師組織公民行為有差異，以一般大學及兼任主任、組長之教師或科任教師、服務於49班以上學校之教師表現程度較高。 七、國民中學校長領導風格、教師組織信任與教師組織公民行為間呈中度正相關以上。 八、根據逐步多元迴歸分析結果得知，國民中學校長轉型領導與教師組織信任對教師組織公民行為具有預測作用，其中以「轉型領導」的預測力最佳。 九、根據逐步多元迴歸分析結果得知，國民中學校長交易領導與教師組織信任對教師組織公民行為具有預測作用，其中以「教師組織信任」的預測力最佳。 / This study aims to investigate the current development of the principals’ leadership styles, teachers’ organizational trust and teachers’ organizational citizenship behavior in junior high school, and to analyze the differences in teachers of different background variables are conscious of the principals’ styles, teachers’ organizational trust and teachers’ organizational citizenship behavior, and to explorer the relationship among the three variables; finally, to forecast teachers’ organizational citizenship behavior through principals’ leadership styles and teachers’ organizational trust. Questionnaire survey method is adopted. The samples include 35 schools and 622 questionnaires are distributed. There were 480 valid questionnaires used in the statistical analysis and the response rate to questionnaires is 77.17%. All data collected are analyzed by the method of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions are as follows: 1. Junior high school teachers’ perception of principal’s transformational leadership and transactional leadership is above average. 2. Junior high school teachers’ performance of teachers’ organizational trust is above average. 3. Junior high school teachers’ performance of teachers’ organizational citizenship behavior is above average. 4. Due to the differences in sex, age, educational level, years of service, duty, and the scale of school, there are significant differences in the junior high school teachers’ perception of principals’ transformational leadership and transactional leadership. 5. Due to the differences in sex, age, educational level, duty, and the scale of school, there are significant differences in the junior high school teachers’ performance of teachers’ organizational trust. 6. Due to the differences in educational level, duty, and the scale of school, there are significant differences in the junior high school teachers’ performance of teachers’ organizational citizenship behavior. 7. There is positive correlation among the principals’ leadership styles, teachers’ organizational trust, and teachers’ organizational citizenship behavior. 8. According to the research result of stepwise multiple regression, both of the principals’ transformational leadership and teachers’ organizational trust have a predictive effect on teachers’ organizational citizenship behavior. 9. According to the research result of stepwise multiple regression, both of the principals’ transactional leadership and teachers’ organizational trust have a predictive effect on teachers’ organizational citizenship behavior.

本研究旨在瞭解新北市國民小學校長道德領導、教師組織公民行為與教師教學效能之現況，並分析不同背景變項之教師在知覺校長道德領導、教師組織公民行為與教師教學效能之差異情形，且探討三者之間的關係，最後藉由校長道德領導與教師組織公民行為對於教師教學效能進行預測。 本研究採調查研究法，共計抽樣25所學校，發出316份問卷，回收301份有效問卷，問卷有效率達93.67%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行分析。 本研究獲致以下之結論： 一、新北市國民小學教師知覺校長道德領導為高程度，以「德行修為」之知覺程度為最高，「理性批判」之知覺程度最低。 二、新北市國民小學教師具備高程度的教師組織公民行為，各層面中以「利他人行為」之表現程度為最高，「利組織行為」之表現程度最低。 三、新北市國民小學教師在教師教學效能的表現屬於高程度，各層面得分以「教學情境」之表現程度為最高，「教學評量」之表現程度最低。 四、新北市國民小學教師，因其職務及學校規模之不同，而有不同的校長道德領導知覺感受。以擔任主任職務、與學校規模在60班（含）以下之教師知覺程度較高。 五、新北市國民小學教師，因其服務年資之不同，而知覺到不同程度的教師組織公民行為。以服務年資在5年以下之教師知覺程度較高。 六、新北市國民小學校長道德領導、教師組織公民行為與教師教學效能的知覺及各分層面，彼此之間具有正相關的關係。 七、新北市國民小學校長道德領導、教師組織公民行為對教師教學效能具有預測作用，以「教師組織公民行為」預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政主管機關、學校行政人員、教師及未來研究的參考。 / The aim of my research is to get to know the current status, to analysis the differences and corelationship under many background variables of elemtary principals’mortal leadership, teachers’organizational citizenship behavior and their teaching efficacy. And the paper will finally predict the affectness of elemtary principals’mortal leadership, teachers’organizational citizenship behavior towards the teachers’ teaching efficacy. Samples of my survey research includes 25 schools. 316 questionnaires were distributed and 301 Recycling effective questionnaire are collected back and the rate is 93.67%. All data were analyzed with the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions were found in this research are listed as following: 1. Elementary school teachers’ perception of principals’moral leadership is above average among New Taipei City: “vitue cultivation” is the highest, while “retional critiques” is the lowest. 2. Elementary school teachers’ perception of teachers’ organizational citizenship behavior is above the average, “altruistic behavior” is the highest, and “Organizational behavior” is the lowest. 3. Elementary school teachers’ perception of teachers’teaching efficacy is above average while “life teaching situation” is the highest, and “teaching evaluation” is the lowest. 4. Significant differences show at the sense of principals’ moral leadership perception n the elementary school teachers’ perception of in terms of gender, job description, and the school size (whether the school has no more than 60 homerooms). 5. Significant differences exist in the elementary school teachers’ perception of teachers’ organizational citizenship behavior in terms of number of working year and 5 working years is the highest. 6. There are significant positive correlation in the elementary school pricipals’ moral leadership perception, teachers’organizational behavior and teachers’teaching efficacy. 7. Both of the principal’s moral leadership and teachers’ organizational citizenship behavior have a predictive effect on teachers’ teaching efficacy, and especially teachers’ organizational citizenship behavior is vital aspect between the two.

本研究旨在瞭解目前新北市國民中學教師會運作成效、教師組織公民行為與學校效能的現況，分析不同背景變項下之教師，知覺教師會運作成效、教師組織公民行為與學校效能之差異情形，並探討三者間之關係，最後建構並驗證新北市國民中學教師會運作成效、教師組織公民行為與學校效能之結構方程模式。 本研究採問卷調查法，共計抽樣34所學校，發出738份問卷，回收558份有效問卷；有效問卷回收率達75.67％。問卷調查結果以描述性統計、t檢定、單因子變異數分析、相關分析、多元逐步迴歸及結構方程模式分析等統計方法加以分析與探討。 本研究獲致結論如下： 壹、新北市國民中學教師知覺教師會運作成效為中高程度，其中以「增進組織運作」表現最佳，「提升教師專業」則可再加強。 貳、新北市國民中學教師知覺教師組織公民行為為中高程度，其中「利他人行為」表現最佳，「工作投入與奉獻」則可再提升。 參、新北市國民中學教師知覺學校效能為中高程度 ，其中「教師教學效果」表現最佳，「社區家長支持」則有加強空間。 肆、新北市國民中學教師在不同背景變項中，「教師會幹部」、「教師會與學校行政互動關係非常良好」者，在知覺教師會運作成效上顯著較高。 伍、新北市國民中學教師在不同背景變項中，「擔任導師」、「教師會幹部」、「教師會與學校行政互動關係非常良好」者，在知覺教師組織公民行為上顯著較高。 陸、新北市國民中學教師在不同背景變項中，「兼任行政」、「教師會與學校行政互動關係非常良好」者，在知覺學校效能上顯著較高。 柒、新北市國民中學教師會運作成效、教師組織公民行為與學校效能之間具有正向關聯。 捌、新北市國民中學教師會運作成效與教師組織公民行為對學校效能有正向預測關係。 玖、教師組織公民行為在新北市國民中學教師會運作成效與學校效能之間有顯著完全中介效果。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究之參考。 / The purposes of this study are to learn the relationships among the Operational Effectiveness of Teachers' Associations, Teachers' Organizational Citizenship Behavior and School Effectiveness of Junior High Schools in New Taipei City. Comparing and analyzing the differences, relationships, and stepwise regression among Operational Effectiveness of Teachers' Associations, Teachers' Organizational Citizenship Behavior and School Effectiveness of Junior High Schools, the researcher tries to build and verify a model for these three elements. Through the use of questionnaires survey method, data are collected from 34 junior high schools, 738 questionnaires in total. Valid questionnaires of 558 are collected, with a usable rate of 75.6%. All data are analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, correlation, multiple regressions and structural equation modeling. The conclusions are as follows: 1. The level of the operational effectiveness of teachers' associations is medium, the performance in "strengthen organization operation" is outstanding, and "enhance teacher professional" can be further strengthened. 2. The level of the teachers' organizational citizenship behavior is medium, the performance in "altruistic behavior" is outstanding, and "work input and dedication" can be improved. 3. The level of the school effectiveness is medium, the performance in "teacher teaching effect" is outstanding, and "community parent support" can be further strengthened. 4 .The junior high school teachers as "teachers' cadres" and "in a school where the teachers' association has better interaction with the school administration" show significant perception of the operational effectiveness of teachers' associations . 5. The junior high school teachers as "mentors", "teachers' cadres" and "in a school where the teachers' association has better interaction with the school administration" show significant perception of the teachers' organizational citizenship behavior. 6. The junior high school teachers as "the ones who are concurrently in administrative work" and "in a school where the teachers' association has better interaction with the school administration" show significant perception of the school effectiveness. 7. There are positive correlations among the operational effectiveness of teachers' associations, teachers' organizational citizenship behavior and school effectiveness of junior high schools in New Taipei City. 8. The operational effectiveness of teachers' associations and the teachers' organizational citizenship behavior can apparently predict the school effectiveness. 9.The proper fit of structural equation model among the operational effectiveness of teachers' associations, teachers' organizational citizenship behavior and school effectiveness of junior high schools in New Taipei City is assessed as positive and can explain the relationships among main variables. Teachers' organizational citizenship behavior fully mediates the relationship between the operational effectiveness of teachers' associations and school effectiveness.

本研究旨在探究國民中學教師覺知校長服務領導、學校組織氣氛與教師組織公民行為之關係，並根據研究結果提出建議，以做為教育行政主管機關、國民中學校長、國民中學教師，以及後續研究者之參考。 本研究以桃園縣(市)、新竹縣、苗栗縣(市)公立國民中學教師為研究對象，採問卷調查法，以「國民中學組織行為調查問卷」進行抽樣調查，抽取55所國民中學、520名國民中學教師做為研究樣本，回收統計問卷數共453份(剔除無效問卷25份後)，回收率為87%。以描述性統計、t考驗、單因子變異數分析、積差相關分析、多元逐步回歸等統計方法加以分析獲得以下結論： 一、整體校長服務領導屬中上程度，以「建立專業社群」層面知覺程度最高，「概念化」層面最低。 二、不同「職務」背景變項之教師對於整體校長服務領導的知覺具有顯著差異；不同「性別」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體校長服務領導的知覺沒有顯著差異。 三、整體學校組織氣氛屬中上程度，以「教師疏離行為」層面知覺程度最高，「校長指示行為」層面最低。(疏離、指示層面，得分已反向處理，得分高，表疏離、指示情況低) 四、桃竹苗區教師知覺的學校組織氣氛類型「開放型」與「封閉型」佔的比率最高，皆為34﹪；「疏離型」次之，佔18﹪；「投入型」最少，佔14﹪。 五、不同「性別」、「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體學校組織氣氛的知覺均無顯著差異。 六、整體教師組織公民行為屬中上程度，以「尊重體制」層面知覺程度最高，「自我要求」層面最低。 七、不同「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體教師組織公民行為的知覺具有顯著差異；不同「性別」背景變項之教師對於整體教師組織公民行為的知覺沒有顯著差異。 八、「校長服務領導」與「學校組織氣氛」之間具有正相關；「校長服務領導」與「教師組織公民行為」之間具有正相關；「學校組織氣氛」與「教師組織公民行為」之間具有正相關 九、「校長服務領導」與「學校組織氣氛」對「教師組織公民行為」具有聯合預測力，以「教師承諾行為」、「覺察」、「教師同儕行為」等三個層面對整體教師組織公民行為具有預測力。總解釋變異量為35.2%。 / The main objective of this study is to investigate the relationship among principals’ servant ‘leadership, school organizational climate, and teachers’ organizational citizenship behavior which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, , junior high school teachers and relevant future studies. In this study, faculty of junior high schools in Taoyuan county, Hsinchu county and Miaoli county is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school organizational behavior questionnaire,” and randomly selects 55 junior high schools, 520 teachers as samples. In a rate of 87%, 453 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ servant leadership is above the average. Among all the aspects, “professional community” ranks to the top, while “conceptualization” ranks otherwise. 2. Teachers bearing different duties perceive principals’ servant leadership significantly differently; while teachers of other variables such as gender, age, service seniority and school size show no significant difference. 3. The present situation of school organizational climate is above the average. Among all the aspects, “teachers’ disengagement” ranks to the top, while “principal command” ranks otherwise. 4. School climate type which Teacher perception of the highest rate are Open climate and close climate, they account for 34% each, the second is disengagement climate , accounted for 18, involvement climate is the least, accounted for 14%. 5. Teachers of different demographic variables such as gender, duties ,age, service seniority and school size perceive school organizational climate show no significant difference. 6. The present situation of teachers’ organizational citizenship behavior is above the average. Among all the aspects, “respecting school system” ranks to the top, while “self-request” ranks otherwise. 7. Teachers bearing different duties, age, service seniority and school size perceive teachers’ organizational citizenship behavior significantly differently; while teachers bearing different gender, show no significant difference. 8. Principals’ servant leadership is positively related to school organizational climate; Principals’ servant leadership is positively related to teachers’ organizational citizenship behavior ; school organizational climate is positively related to teachers’ organizational citizenship behavior 9. When combining principals’ servant leadership and school organizational climate, teachers’ organizational citizenship behavior is predictable for three aspects, including “teachers’commitment,” “Awareness,”and “teachers’ disengagement”, accounting for 35.2% of total variance.