本研究旨在探討桃園縣國民小學校長家長式領導、教師組織公民行為與教師幸福感之現況,並分析不同背景變之差異、相關、預測情形與中介效果。以桃園縣公立國民小學教師為研究母群,分層隨機抽取75所學校, 938位教師為研究樣本,以「校長家長式領導問卷」、「教師組織公民行為問卷」與「教師幸福感問卷」為研究工具實施調查研究,問卷回收825份,有效問卷813份,可用率為98.5%。問卷回收以描述性統計、 -test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸、階層多元迴歸等統計方法進行資料分析。 本研究結果歸納如下: 一、桃園縣國民小學校長家長式領導各構面以「德行領導」最高,「威權領導」最低;教師組織公民行為各構面以「自我要求」最高,「尊重體制」最低;教師幸福感各構面以「樂觀表現」最高,「生活滿意」最低。 二、男性、教師服務年資較長、擔任主任、學校規模較小及已婚教師,其校長家長式領導較高。 三、教師服務年資較長、學歷較高、擔任主任、學校規模較小及已婚教師,其教師組織公民行為較高。 四、男性、教師服務年資較長、學歷較高、擔任主任、學校規模較小及已婚教師,其教師幸福感較高。 五、「校長家長式領導」、「教師組織公民行為」與「教師幸福感」之間,呈顯著正相關。 六、教師組織公民行為量表中以「認同組織」對於整體教師幸福感最具預測效果。 七、「教師組織公民行為」對「校長家長式領導」與「教師幸福感」具中介效果。 根據上述所得之結果,提出本研究對教育行政機關、教師與未來研究之建議。
This study investigates the current situation, different background variables effecting, forecast and relationships of principals’ paternalistic leadership, teachers’ organizational citizenship behavior (OCB) and teachers’ happiness of Taoyuan County. According to “principals’ paternalistic leadership, teachers’ organizational citizenship behavior and teachers’ happiness questionnaires”, based in Taoyuan County using stratified random sampling of 938 teachers from 75 schools. Receiving back 813 valid ones after the elimination of 12 invalid ones. The valid response rate is 98.5%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation etc. The conclusions are as follows: 1. The highest dimension of Taoyuan County elementary school principals’ paternalistic leadership is “moral leadership”, the lowest dimension is “authoritarianism leadership”; the highest dimension of teachers’ OCB is “demanding by self”, the lowest dimension is “respect school system”; the highest dimension of teachers’ happiness is “positive preference”, the lowest dimension is “life satisfaction”. 2. Male,teaching service longer, Teachers serve as directors , higher education, being chairman, smaller school and married have higher principals’ paternalistic leadership. 3. Teaching service longer, higher education,Teachers serve as directors , being chairman, smaller school and married makes teachers’ OCB higher. 4. Male,teaching service longer, higher education,Teachers serve as directors , higher education, being chairman, smaller school and married have higher teachers’ happiness. 5. There is a high positive correlation from principals’ paternalistic leadership, teachers’ OCB and teachers’ happiness. 6. The best forecasting of the dimensions of teacher collective efficacy is “recognizing organization”. 7. Teachers’ OCB is a moderate variable between some dimension of principals’ paternalistic leadership and teachers’ happiness. Finally, according to the findings above, suggestions are given to educational administrations, teachers and future research.