領導者謙遜對於轉換型領導與追隨者反應關係之調節作用-學生社團的實證

本研究旨在探討在學生組織中，當領導者採用轉換型領導風格時，對組織成員之敬業態度及情感性承諾的影響，並進一步探討領導者的「謙遜」特質是否能夠調節領導者轉換型特質的影響。本研究以轉換型領導的四大構面「理想化影響」、「激勵鼓舞」、「智力啟發」、「個別關懷」作為自變項，探討對依變項「敬業態度」、「情感性承諾」之影響，並探討調節變項「謙遜」是否具有調節作用。本研究以台灣各大專院校有參與學生社團或組織的學生為樣本，進行結構性的問卷調查，採用便利取樣。本研究透過自身的人際網絡，樣本分布台灣北、中、南三區，總共收集208份有效問卷。研究結果顯示，轉換型領導的四大特質「理想化影響」、「激勵鼓舞」、「智力啟發」、「個別關懷」皆與依變項「敬業態度」與「情感性承諾」呈現正相關；而當領導者「謙遜」越高時，亦會增加組織成員之「敬業態度」與「情感性承諾」。在調節作用方面，「謙遜」可以分別調節「理想化影響」、「激勵鼓舞」、「智力啟發」與成員「敬業態度」之間的關係；「謙遜」亦可調節「理想化影響」、「激勵鼓舞」、「智力啟發」與成員「情感性承諾」之間的關係。但「謙遜」無法調節「個別關懷與敬業態度的關係」以及「個別關懷與情感性承諾的關係」。

關鍵字

轉換型領導；工作敬業；敬業態度；組織承諾；情感性承諾；謙遜

並列摘要

The purpose of the study was to explore the influence of leader’s transformational leadership in student club or organization on member’s engagement and affective commitment. In addition, the study also examined the moderating effect of humility on the relationship between leader’s transformational leadership and engagement & affective commitment. In this study, we used “idealized influence”, “inspirational motivation”, ”intellectual stimulation” and ”individualized consideration” (four aspects of transformational leadership ) as independent variable, “engagement” and “affective commitment” as dependent variable, and “humility” as moderator of the study. The study used purposive sampling method to conduct surveys with structured questionnaires among university students who have joined student club or organization in Taiwan. A total of 208 valid samples are collected through researcher’s interpersonal relationships. According to the research result, “idealized influence”, “inspirational motivation”, ”intellectual stimulation” and ”individualized consideration” all have positive impacts on “engagement” and “affective commitment”. Also, “humility” also have positive correlation with “engagement” and “affective commitment”. We also found out that “humility” could moderate the relationship between “idealized influence”, “inspirational motivation”, ”intellectual stimulation” and “engagement ". In addition, “humility” could also moderate the relationship between “idealized influence”, “inspirational motivation”, “intellectual stimulation” and “affective commitment". However, “humility” could not moderate the relationship between “individualized consideration” and “engagement” and the relationship between “individualized consideration” and “affective commitment.”