心理賦權對高中教師組織公民行為之影響

The Impact of Psychological Empowerment on Organizational Citizenship Behavior among High School Teachers

本研究旨在探討心理賦權對高中教師組織公民行為（Organizational Citizenship Behavior, OCB）之影響。研究採用結構方程模型（PLS-SEM）進行實證分析，針對台灣地區500位高中教師進行問卷調查，量表涵蓋心理賦權四構面（意義感、能力感、自主性、影響力）與組織公民行為五構面（利他行為、責任感、組織忠誠、服從、自我提升）。
研究結果顯示，心理賦權對組織公民行為具顯著正向影響（標準化係數=0.72，p < .001），其中以「能力感」對組織公民行為影響最大，顯示教師的自我效能是促進積極組織行為的關鍵因素；而「責任感」與「利他行為」為組織公民行為中最常展現的構面。研究模型整體適配度良好（GFI = 0.992，CFI=1.000，RMSEA=0.000），驗證本研究理論架構具備良好解釋力與應用潛力。
本研究結果對教育實務具多項啟示，包括學校管理應強化教師賦權機制，教師本身亦可主動提升自我專業參與感，並建議未來研究可擴大樣本範圍與納入調節／中介變項進行深入探討。

This study investigates the impact of psychological empowerment on the organizational citizenship behavior (OCB) of high school teachers in Taiwan. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study analyzed data collected from 500 high school teachers through a structured questionnaire. The instrument measured four dimensions of psychological empowerment (meaning, competence, self-determination, and impact) and five dimensions of OCB (altruism, conscientiousness, organizational loyalty, compliance, and self-development).
The results show that psychological empowerment significantly and positively influences teachers’OCB (standardized path coefficient = 0.72, p < .001). Among the empowerment dimensions, ''competence'' has the strongest effect, indicating that teachers’perceived self-efficacy is a key factor in promoting positive organizational behavior. ''Conscientiousness'' and ''altruism'' emerged as the most prominent OCB dimensions. The model demonstrated a good fit (GFI = 0.992, CFI = 1.000, RMSEA = 0.000), confirming the theoretical soundness and practical relevance of the framework.
The findings have important implications for school management and teacher development, suggesting that empowering leadership strategies and enhanced teacher involvement can foster proactive organizational behaviors. Future research may consider broader samples and explore mediating or moderating variables for deeper insights.