國小教師對學校組織公平、校長領導的認知與組織公民行為關係之研究－－不同理論模式之比較

The Relationships among Teachers’ Perceptions of School Organizational Justice, Principal Leadership, and Organizational Citizenship Behavior: The Comparison of Different Theoretic Models

基於組織公民行為對學校組織的重要，因而如何提升教師的組織公民行為是重要的問題，本研究從組織公平（分配公平、程序公平、互動公平）與領導認知（倡導認知、關懷認知）的角度，探討其與教師的組織公民行為（組織公益、人際利他、教學公益）在構面上的關係，這三者的關係到目前為止還不清楚，本研究以實證的方法解決此一問題。首先進行各種可能理論模式的推導、比較與分析，接著以問卷調查方式蒐集433位國小教師填答的資料，再以結構方程模式檢測各種可能理論模式的適配度，藉以決定組織公平、領導認知、組織公民行為在構面上彼此之間的關係。研究結果發現，在構面關係上，「組織公平除了會直接影響組織公民行為，也會經由領導認知間接影響組織公民行為」的模式有最佳適配度，而且此模式所有構面之間都有顯著的正向關係。

Based on the importance of organizational citizenship behaviors on school organizations, therefore how to enhance teachers’ organizational citizenship behaviors is an important issue. This study from the point of organizational justice (distributive justice, procedural justice and interactive justice) and perceived leadership (perceived initiating structure and perceived consideration) explores their dimensional relationships with organizational citizenship behaviors (organizational welfare, personal altruism and teaching welfare). The relationships among these three constructs are not clear at present. This study solves this problem by an empirical way. First, this study infers, compares, and analyzes various possible theoretical models, second, uses questionnaire survey to collect 433 responses of elementary school teachers, and third, uses structural equation modeling to examine the fitness of various possible theoretical models. Accordingly, this study determines the dimensional relationships among organizational justice, perceived leadership, and organizational citizenship behaviors. The results find that, in terms of dimensions, the model of ＂in addition of directly influencing organizational citizenship behaviors, organizational justice also indirectly influences organizational citizenship behaviors through perceived leadership＂ has the best fitness. Moreover, there are significant positive relationships among all dimensions in the model.