教師心理契約實踐對知識創造行為關聯性之階層線性分析

A Study for Multi-level Analysis of Teachers' Psychological Contract Fulfillments, and Knowledge Creating Behavior

本研究以個體層次之心理契約實踐與群體層次之學習型學校為自變數，探討兩者對教師知識創造行為的影響。其中學習型學校包含改善心智模式、自我超越、建立共同願景、團隊學習以及系統思考五項修鍊；而知識創造行為則以內化、外化、社會化以及結合化四大構面衡量之。本研究透過對33所國民中小學，237位教師的調查，使用層級線性模式分析變數之間的關係。結果顯示，心理契約實踐對知識創造行為有顯著的直接影響效果，而心智模式在實踐的心理契約與知識內化之間，共同願景在實踐的心理契約與知識外化之間，以及自我超越在實踐的心理契約與知識結合化之間皆具有正向的調節效果。針對上述結果，本研究提出相關的討論與建議。

The researchers of organizational behavior and school administrative management have increasingly emphasized the technique of multilevel research. This study focused on the influences of psychological contract fulfillments as an individual level and the learning school as a group level on the knowledge creating behavior of teachers. The learning school including the part of improving mental models, personal mastery, building shared vision, team learning, and system thinking. There are four parts of knowledge creating behavior: internalization, externalization, socialization, and combination. The sample of the study consisted of 237 teachers from 33 elementary and junior high schools in Taiwan. The findings showed that psychological contract fulfillments directly affected the knowledge creating behavior. On the other hand, improving mental models, personal mastery, and building shared vision, played a role of positive moderating effects in the explanation for the relationships among internalization, externalization, combination and knowledge creating behavior. Based on the results, the study also provided some discussions and suggestions.