國小教師知覺同仁幫助行為、感恩狀態與慷慨的關聯研究

A Study of the Relationship among Perc eption of Peer Helping Behavior, State Gratitude, and Generosity of Teachers in Elementary Schools

過去文獻提出透過「幫助行為」的影響力，可以改善教師之間的互動關係。而當教師知覺受幫助，會影響其感恩狀態以及出現慷慨行為。隨著學校教學樣態的改變，遠距教學、課室英語的導入，使得教師之間出現許多互助行為。因此本研究主旨是探討教師知覺幫助行為透過感恩狀態，進而有慷慨行為產生。本研究的貢獻是提醒學校領導者重視教師之間的幫助行為及互動關係，此外，提供一個教師知覺幫助行為透過感恩狀態提高慷慨行為產生的解釋機制。本研究主要以問卷調查法進行，再輔以抽樣訪談。依據學校規模在臺南市選取17所公立國小，並選取各校現職教師做為問卷填答者，共回收有效問卷249份。經信效度分析後，為瞭解各變項間的關係，以結構方程模式（SEM）進行結構模式之檢測，以確認感恩狀態的中介效果的影響力，再選擇知覺幫助行為的教師進行訪談。根據實證的結果，本研究發現如下。一、教師知覺幫助行為對感恩狀態有顯著的影響；二、教師知覺幫助行為對慷慨有顯著的影響；三、教師感恩狀態對慷慨有顯著影響；四、感恩狀態在知覺幫助行為與慷慨之間產生部分中介效果。最後根據研究結果，本研究提出結論與建議，供實務工作者與研究者參考。

The previous literature review suggests that through the influence of“helping behaviors”, the social interaction between teachers can be improved. Additionally, teacher’s state gratitude and generosity can promote the benefit of teachers’helping behaviors. Therefore, it enhances their willingness to take over their administrative work and enhance their efficacy. With the change of teaching styles in schools, the introduction of distance learning and bilingual classroom english have led to more interactive behaviors among teachers. Based on the previous studies, the purpose of this study is to investigate the influence of teachers' perception of helping behaviors on their generosity through their personal state gratitude. The study's contribution is to mention school leaders to take account of teacher’s helping behaviors and interactive relationships. In addition, the study provides a explaining mechanism of the influence of teacher’s gratitude statement and generosity on teacher’s perception of helping behaviors.
This research was based on the questionnaire survey method and interviews with selected teachers with the perception of the helping behaviors. 17 public elementary schools were selected in Tainan City according to the scale of the school. A total of 249 valid questionnaires were collected. After the reliability and validity analysis, the structural equation model (SEM) was used for the test of the structural model. Based on the empirical results, the findings of the research are shown as following. (1) Teacher’s perception of helping behaviors has significant impact on teacher’s state gratitude. (2) Teacher’s perception of helping behaviors has significant impact on teacher’s generosity. (3) Teacher’s state gratitude has significant impact on teacher’s generosity. (4) Teacher’s state gratitude plays the partial mediator role for the positive impact from teacher’s perception of helping behaviors to teacher’s generosity.
Finally, based on the findings of the research, the research provides conclusions and suggestions to practitioners and subsequent researchers.