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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0100911023 |
| Creators | 管意凱 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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