教師組織公民行為的測量：行為取向與受惠者取向的調查分析

Measuring Teachers’ Organizational Citizenship Behavior : An Empirical Analysis of Behavioral and Beneficiary Orientations

本研究旨在探討教師組織公民行為的測量及分析結果。依據文獻回顧，教師組織公民行為的測量，可區分為行為及受惠者兩大取向。此兩大取向的測量皆相當受到重視，但國內尚未有研究對前述兩大取向的測量，同時進行調查與分析。本研究採用調查研究法，樣本為臺灣地區1,127位公立國民小學教師。首先，檢測測量的信、效度，接著透過描述性統計、相關分析以及多變量變異數分析，了解國民小學教師在行為取向及受惠者取向組織公民行為的現況、相關性，以及差異情形。依據研究結果，本研究就獲致若干結論，並針對教育實務及未來研究提出相關建議。

This study aims to examine how teachers’ organizational citizenship behavior (OCB) can be conceptualized and measured. Based on prior literature, teachers’ organizational citizenship behavior can be conceptualized into two primary orientations: behavior oriented and beneficiary-oriented approaches. Although both orientations have received considerable scholarly attention, no empirical studies in Taiwan have examined these two approaches simultaneously. This study adopted a survey research design and collected data from 1,127 public elementary school teachers in Taiwan. First, the reliability and validity of the measurement were examined. Then, descriptive statistics, correlation analysis, and multivariate analysis of variance were conducted to understand the current status, correlations, and differences across teachers’ OCB in terms of the behavior-oriented and beneficiary-oriented approaches. Based on the findings, this study discusses theoretical and practical implications for understanding teachers’ organizational citizenship behavior and offers directions for future research.