組織公民行為是管理學的重要研究議題,其研究範疇近年來已漸漸擴及學校教育組織。本研究採質性研究方法,以台灣北部一所私立中學的四位教師為研究參與者,探究教師的組織公民行為表現、教師如何界定其組織公民行為、教師組織公民行為的影響因素及其意義。本研究之結論歸納如下: 一、個案教師組織公民行為表現在「敬業」、「樂群」、「愛校」三個面向,行為可能呈現在單一面向,也可能是多面向或全方位的表現。 二、個案教師對組織公民行為的界定是從「本心」的觀點出發,教師會因個人的認知而將法令規章與學校要求的「本分」的界線擴大解釋為「自己該做的」。 三、個案教師組織公民行為的影響因素─分成個人背景因素、學校組織因素、個人心理因素三個脈絡層次,這些因素對教師個人產生多面向且動態性的影響。 四、個案教師的組織公民行為是由「本心」出發,認真力行、勤懇實踐,對個人、學生、同事、組織帶來自我滿足感、傳遞敬業態度、凝聚共識與正向組織文化等影響。
Organizational citizenship behavior is an important research topic in management. Research related to organizational citizenship behavior has gradually expanded the scope to educational system in recent years. This study employed qualitative research method to explore teachers’ organizational citizenship behaviors in a private secondary school in Taiwan. Research questions include how teachers perform and define their organizational citizenship behaviors, as well as what are the factors and significance meanings of teachers' organizational citizenship behaviors. The major findings are as following: 1.Teachers' organizational citizenship behaviors come into three aspects: "dedication", "gregarious" and "loyalty", may present in single or multiple aspects. 2.Teachers define organizational citizenship behaviors from their cognition of "duty" or “in-role behavior”, so they perform toward different aspects or ranges. 3.There are three levels of context of teachers' organizational citizenship behavior factors: Personal background, environmental, and personal psychological factors. The impact of these factors on teacher themselves is not a single aspect, but multiple, dynamic impact mode. 4.Teachers who perform organizational citizenship behaviors can bring a positive influence on themselves, students, colleagues, and organization.
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