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    题名: 責任型領導對教師組織公民行為與異常行為的影響機制：心理特權的調節作用
    The Impact of Responsible Leadership on Teachers` OCB and Deviance Behavior: The Moderate Effect of Psychological Entitlement
    作者: 吳政達
    贡献者: 教育與心理研究
    关键词: 心理特權;異常行為;組織公民行為;責任型領導
    psychological entitlement;deviance;organizational citizenship behavior;responsible leadership
    日期: 2021-06
    上传时间: 2021-12-06 16:33:08 (UTC+8)
    摘要: 本研究旨在探討責任型領導對教師組織公民行為及異常行為的影響，並分析心理特權的調節效果。研究目的為：一 ; 探討責任型領導對教師組織公民行為的影響 ; 二 ; 探討責任型領導對教師異常行為的影響 ; 三 ; 釐清心理特權對責任型領導與組織公民行為和異常行為間的調節效果。本研究之對象為臺灣地區公私立國民中學教師，採分層隨機抽樣方式選取受試者。研究工具之問卷內容包括兩部分：一為前置變項（責任型領導）及調節變項（心理特權） ; 二為結果變項（教師組織公民行為 ; 異常行為）。研究方法上，先透過驗證性因素分析責任型領導 ; 組織公民行為 ; 異常行為 ; 心理特權等各變項問卷資料，確定量表的統計適配資料，並透過結構方程模式，分析潛在變項的預期路徑及相對支持強度。接著採用階層迴歸分析探討責任型領導是如何在學校脈絡下對教師組織公民行為及異常行為產生效果，並檢驗心理特權的調節影響效果。本研究之結論共有四點：一 ; 校長責任型領導對教師組織公民行為具有正向影響 ; 二 ; 校長責任型領導與教師異常行為之間呈U型關係 ; 三 ; 組織公民行為對校長責任型領導與教師異常行為具有中介效果 ; 四 ; 心理特權對教師組織公民行為和異常行為之間的關係不具有調節效果。在研究變項方面，本研究之貢獻在於同時探究心理特權對責任型領導與教師組織公民行為和異常行為之調節效果，預期對責任型領導之正向與負向影響建構一完整的實證模型架構 ; 在研究方法方面，改進先前研究對於理論上以及研究設計上的限制，運用驗證性因素分析 ; 結構方程模式與階層迴歸分析等統計方法衡量各變項間的相互關係，釐清模型在教師團隊之實務情形。最後，在研究成果方面，責任型領導者無法藉由心理特權的調節效果，作為增進教師組織公民行為與降低異常行為間之實務工作參考。
    This study aims to examine the impact of responsible leadership on teachers’ organizational citizenship behavior and their deviance, and to further analyze the moderating role of psychological entitlement. The purposes of this study are to explore: (1) The impact of responsible leader-ship on teachers’ organizational citizenship behavior ; (2) The impact of responsible leadership on teachers’ deviance ; (3) The moderating ef-fect of teachers’ psychological entitlement between teachers’ organizational citizenship behavior and their deviance. This research survey includes a questionnaire submitted to junior high school teachers in Taiwan. Survey data is collected from raters selected through stratified random sampling. The questionnaire comprises two sections: the first section contains items of antecedent (responsible leadership) and the moderator variable (teachers’ psycho-logical entitlement), while the second section contains items of outcome variable (teachers’ organizational citizenship behavior and deviance). Through Confirmatory Factor Analysis (CFA), we examine the collected data and the validity of the questionnaire. To test our hypotheses, we adopt Structure Equation Modeling (SEM) to account for path coefficients and overall model fit of the supposed structural model. To further under-stand the moderating effect of teachers’ psychological entitlement, we adopt nonlinear regression to examine the moderating effects of psy-chological entitlement on responsible leadership and teachers’organizational citizenship behavior and deviance. Conclusions for this study are as follows: (1) Responsible leadership positively affects organizational citizenship behavior among teachers. (2) There is a U-shaped relationship between the principal’s re-sponsible leadership and the teacher’s deviance. (3) Teachers’ organiza-tional citizenship behavior has the moderating effect between reasonable leadership and teacher’s deviance. (4) Teachers’ psychological enti-tlement does not have a moderating effect between teachers’ organiza-tional citizenship behavior and their deviance. This research contributes to probe into the moderating effect of psychological entitlement between responsible leadership and teachers’ organizational citizenship behavior and deviance, and to construct in anticipation a comprehensive empirical model of responsible leadership with the negative and positive impacts of responsible leader-ship. Methodologically, we apply CFA, SEM and nonlinear regression to analyze the relationship between variables, which overcomes the limits of the previous research design. Finally, based on the results of the research, practical reference and implications of psychological entitlement for improving teachers’ organizational citizenship behavior and for reducing their deviance can’t be provided to the responsible leaders.
    關聯: 教育與心理研究, 44(2), 1-24
    数据类型: article
    DOI 連結: https://doi.org/10.3966/102498852021064402001
    DOI: 10.3966/102498852021064402001
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

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