知覺組織支持、組織承諾與教師的工作表現：「家庭對工作衝突」的調節效果

Perceived Organizational Support, Affective Organizational Commitment and Teachers’ Job Performance: the Moderating Effect of Family-to-Work Conflict

本研究旨在檢證教師知覺組織支持與其工作的回報行為模式。基於社會交換理論，本研究提出了兩個假設模型，其一為情感性組織承諾對於教師知覺組織支持與任務績效、組織公民行為的中介模式，另一個則為家庭對工作衝突對於情感性組織承諾與任務績效、組織公民行為的調節模式。本研究以臺灣地區公立國民小學兼任行政職務的教師為研究對象，共獲致381位有效分析樣本。依據分析結果，本研究獲致兩個結論：（一）情感性組織承諾對於知覺組織支持與教師工作表現具中介效果；（二）家庭對工作衝突會對教師與學校間的社會交換關係造成影響。

This study aimed to test and verify the impact model of teachers’ work performance. Basis on the social exchange theory, we present two hypothetical models. The first is the mediation model of the teachers’ perceived organizational support, affective organizational commitment, task performance, and organizational citizenship behaviors, the other is the moderated model on family-to-work conflict, affective organizational commitment, task performance and organizational citizenship behaviors. Targeting public elementary school teachers who with administrative duty in Taiwan, a questionnaire survey was conducted, and 381 valid copies were recovered. Based on the analysis results, two conclusions were drawn: (1) affective organizational commitment produced a mediated effect on perceived organizational support and job performance , and (2) family-to-work conflict can moderated the social exchange relationship between teachers and school.