國民小學教師的組織公平知覺對校長忠誠之影響 - 以情緒表現為中介變項   全文下載

The Influence of Elementary School Teachers’Perceived Organizational Justice on Loyalty to Principal: Emotional Expression as a Mediator

相較於過去研究著重於組織公平對工作滿意度、組織公民行為之影響，本研究加入了情緒表現此一中介變數，建構一個組織公平、情緒表現與校長忠誠的關係模式。本研究嘗試以國民小學教師為研究對象，除了瞭解組織公平、情緒表現與校長忠誠等變項之關係，亦探討情緒表現是否在組織公平與校長忠誠間扮演中介的角色。本研究以分層比例抽樣抽取合併後臺南市之國民小學教師進行問卷調查，共發出700份問卷，回收有效問卷600份。經SPSS18.0與LISREL8.80軟體分析本研究之信效度後，再以結構方程模式（SEM）進行結構模式之檢測並探討各變項之間的關係。此外，本研究使用階層迴歸分析進行中介效果驗證。經由上述統計分析結果，本研究主要發現為：提升教師對學校校長的分配公平、程序公平、人際公平、資訊公平知覺會有助於產生教師的正向情緒，同時會有助於降低教師的負向情緒；教師的正向情緒會增加教師對學校校長的忠誠，然而，教師的負向情緒會降低教師對學校校長的忠誠；除此之外，教師對學校校長的分配公平、程序公平、人際公平、資訊公平知覺會透過正負向情緒來影響教師對學校校長的忠誠。最後，針對上述研究結果，本研究提出結論、對實務與未來研究之建議。

"Compared with the previous studies concentrating on the influences of organizational justice on job satisfaction and organizational citizenship behavior, this study combined emotional expression, a mediator, to construct a complete model that consists of organizational justice, emotional expression and loyalty to principal. This study attempts to investigate elementary school teachers. In addition of discussing the relationship among the variables such as organizational justice, emotional expression, and loyalty to principal, the study also explores whether emotional expression plays a mediator between organizational justice and loyalty to principal or not. The study applies stratified proportional sampling, 700 elementary school teachers from Tainan City are selected to participate in questionnaire survey. The valid questionnaire amounts to 600. After using SPSS18.0 and LISREL8.80 to test the reliability and validity, the study uses structural equation modeling (SEM) to test structural model and analyze the relation of each variables. In addition, the study proves the mediating effect with hierarchical regression analysis. Through the above statistical analysis, main findings of the study are as follows: It can help teachers foster positive emotion and reduce negative emotion by enhancing teachers’ perception of distributive justice, procedural justice, interpersonal justice and informational justice conducted by principal. Teachers’ positive emotion can increase teachers’ loyalty to principal, however, teachers’ negative emotion can reduce teachers’ loy alty to principal. Besides, teachers’ perception of distributive justice, procedural justice, interpersonal justice and informational justice conducted by principal will influence teachers’ loyalty to principal through positive and negative emotion. At last, according to the research results, the study proposes conclusion and suggestions for practical and further research. "