知覺組織支持、情感性組織承諾與工作角色行為之關聯性：不同職務別教師的多群組分析   全文下載

Relationship Among Perceived Organizational Support, Affective Organizational Commitment, and Work-Role Behavior: A Multigroup Analysis of Teachers of Various Positions

本研究植基於社會交換理論，針對教師知覺組織支持、情感性組織承諾與工作角色行為之關聯性進行探討。在方法上，採用問卷調查法進行，共蒐集730份有效樣本。在分析程序上，先採用結構方程模式檢證本研究之理論模型，其次，透過多群組分析，探討不同職務別教師在變項之間的關聯性是否有差異。依據研究結果，獲致三項結論：一、情感性組織承諾對知覺組織支持與工作角色行為具中介效果；二、教師的角色內工作行為有助於角色外行為的實踐；三、職務別對角色內工作行為與角色為工作行為的關係具調節作用。

On the basis of social exchange theory, this study investigated the relationship among teachers’ perceived organizational support, affective organizational commitment, and work-role behavior. A questionnaire survey was administered, and 730 valid questionnaires were collected. Structural equation modeling was applied to examine the theoretical research model. A multigroup analysis was performed to investigate whether differences exist in the relationship between variables for teachers of various positions. According to the results, the following findings were inferred: (a) affective organizational commitment provides experts with a mediating effect between perceived organizational support and work-role behavior; (b) teachers’ in-role behavior facilitates their practice of extra-role behavior; and (c) types of position exert a moderating effect on the relationship between in-role and extra-role behavior.