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    Title: 校長真誠領導與教師組織承諾、組織公民行為關係之研究
    A study on relationship among authentic leadership, organizational commitment and organizational citizenship behavior
    Authors: 徐宗盛
    Hsu, Tsung Sheng
    Contributors: 吳政達
    Wu, Cheng Ta
    徐宗盛
    Hsu, Tsung Sheng
    Keywords: 真誠領導
    組織承諾
    組織公民行為
    Authentic Leadership
    Organizational Commitment
    Organizational Citizenship Behavior
    Date: 2009
    Issue Date: 2013-09-03 11:44:13 (UTC+8)
    Abstract: 本研究旨在探討校長真誠領導與教師組織承諾、組織公民行為之關係,並探究組織承諾在真誠領導與組織公民行為之間是否具有中介變項的效果。

    本研究採用問卷調查法,以非完全中學之北部地區,共有110所高中職學校教師為樣本母群體,採分層隨機抽樣,抽出800位受試者,回收有效問卷586份,所得資料分別以描述性統計、t考驗、單因子變異數分析及迴歸分析等統計方法進行資料的分析與處理,以瞭解高中職教師知覺校長真誠領導與教師組織承諾、組織公民行為之現況、差異情形及其預測力。研究結論如下:

    一、高中職教師對校長真誠領導之知覺現況中等,以「內化道德觀」最高。
    二、高中職教師組織承諾之表現程度屬中等,以「情感性承諾」最高。
    三、當前高中職教師組織公民行為之表現屬中等程度,以「對學生之公民行為」最佳。
    四、性別、年齡、職務、公私立等四個背景變項在真誠領導、組織承諾、組織公民行為上有顯著差異,以「男性」、「41歲以上」、「兼任主任職務者」、與「私立學校」教師較高。
    五、服務總年資及本校服務年資等二個背景變項在組織承諾與組織公民行為上有顯著差異,以服務11年以上之教師比10年以下的教師對學校產生了更高的認同感,表現相對較佳的公民行為。
    六、教育背景、學歷、高中職類型等三個背景變項在真誠領導、組織承諾、組織公民行為上無顯著差異。
    七、真誠領導與組織承諾對組織公民行為具顯著正相關及預測力
    八、組織承諾在真誠領導與組織公民行為間具有部份中介效果

    最後依據研究結果與結論,提出具體建議,以作為教育行政機關、高中職校長、以及未來研究的參考。
    The purpose of this study is to investigate the relationship among principal’s Authentic Leadership(AL) and teacher’s Organizational Commitment(OC) and Organizational citizenship behavior(OCB). Furthermore, the mediating effect of AL and OC on OCB was examined.
    A survey research was conducted using a sample of high school and vocational school teachers in 7 counties/cities in Northern Taiwan, excluding the complete schools. 800 teachers from 110 schools were selected by stratified random sampling. 586 valid sample data collected was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, multiple-regression analysis. The major findings of this study are as follows:
    1.Principal’s AL is above average, “internalized moral perspective” ranks the top.
    2.Teacher’s OC is above average, “affective commitment” ranks the top.
    3.Teacher’s OCB is above average, “OCB-defending the individual students” ranks the top.
    4.Four demographic variables, including gender, age, position, school type, show significant differences in AL, OC, OCB. Teachers who are male, older than 41, work as the chief of department, or work in private schools show higher perception of AL and higher performance of OC and OCB.
    5.Two demographic variables, total serving years and serving years in present school, show significant differences in OC, OCB. Teachers with more than 11 serving years show much sense of identification and better performance of OCB.
    6.Three demographic variables, including university, education, school category, show no significant differences in AL, OC, OCB.
    7.AL is positively related to OC and OCB. In addition, AL has positive direct effect on OCB, OC has positive direct effect on OCB. AL has positive direct effect on OC.
    8.OC does have mediating effect on AL and OCB.

    Based on the results of the research, suggestions for educational administration authorities, principals and future related study are proposed.
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    Description: 碩士
    國立政治大學
    學校行政碩士在職專班
    96911019
    98
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0096911019
    Data Type: thesis
    Appears in Collections:[學校行政碩士在職專班] 學位論文

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