Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/59616
|
| Title: | 基隆市國民小學學校組織公平、教師組織公民行為與教師工作投入關係之研究
The Study on the Relationship between Schools’ Organizational justice, Teachers’ organizational citizenship behavior and Teachers’ Job Involvement of Elementary schools in Keelung city |
| Authors: | 陳心瑩
Chen, Shin Yin |
| Contributors: | 秦夢群
倪鳴香
陳心瑩
Chen, Shin Yin |
| Keywords: | 學校組織公平
教師組織公民行為
教師工作投入 |
| Date: | 2012 |
| Issue Date: | 2013-09-02 17:42:09 (UTC+8) |
| Abstract: | 本研究旨在探討基隆市國民小學學校組織公平、教師組織公民行為與教師工作投入之關係。並分析不同個人背景變項在學校組織公平、教師組織公民行為與教師工作投入的差異情形，進而探討學校組織公平、教師組織公民行為與教師工作投入的相關性及學校組織公平、教師組織公民行為對教師工作投入的預測力。透過問卷調查法，以基隆市國小教師為對象，共發出589份問卷，回收問卷557份，有效問卷為551份，有效問卷回收率94％。資料處理分別為描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等分法。
本研究獲致下列之結論：
一、 國小教師對學校組織公平、教師組織公民行為與教師工作投入知覺程度皆屬中上程度。
二、 國小教師職務、學校規模在學校組織公平方面有差異。
三、 國小教師性別、學歷、行政年資在教師組織公民行為方面有差異。
四、 國小教師性別、婚姻、職務、行政年資在教師工作投入方面有差異。
五、 學校組織公平、教師組織公民行為與教師工作投入之間有顯著正相關。
六、 學校組織公平、教師組織公民行為對教師工作投入具有顯著預測力，以教師組織公民行為對教師工作投入最具預測力。
最後，本研究根據以上結論，分別針對教育行政機關、國小校長、教師以及未來研究者提出建議。
The purposes of the study are to explore the relationship among schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement in Keelung City elementary schools, to analyze the difference among schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement of varied personal backgrounds, and to further examine the relativity among schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement and how significantly teachers’ job involvementcan be predicted schools’ organizational justice, teachers’ organizational citizenship. Questionnaire survey was adopted and personal background questionnaire, schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement questionnaire are included. The questionnaires were distributed to 589 teachers in Keelung City elementary schools, and 551 valid questionnaires were retrieved, with 94% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis.
The results of the study are as follows:
1. The overall situation about the perceptions of elementary school teachers toward schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement is mid-high level.
2. Elementary school teachers’ percept is significant difference of schools’ organizational justice in positions and working school scales.
3. Elementary school teachers’ percept is significant difference of teachers’ organizational citizenship behavior in genders, level of education and administrative seniority.
4. Elementary school teachers’ percept is significant difference of teachers’ job involvement in genders, marriage, positions, and administrative seniority.
5. There are significant positive correlations among schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement.
6. There are significant predictive power among schools’ organizational justice, teachers’ organizational citizenship behavior and teachers’ job involvement, and ‘teachers’ organizational citizenship behavior’ is the most reliable predictor to the teachers’ job involvement.
Finally, based on the above-mentioned results, the study would be provided as suggestions for the educational authorities concerned, Keelung City municipal elementary school administrators, administrative teachers and future researchers. |
| Reference: | 參考文獻
中文部份
王湘栗（1997）。國民小學教師關注與教師效能感之研究。未出版之碩士論文，市立台北師範學院國民教育研究所，台北。
王心怡（2004）。國民中小學教師組織信任與組織公民行為關係之研究。未出版之碩士論文，淡江大學教育政策與領導研究所，台北。
王保進（1999）。視窗版SPSS 與行為科學研究。台北：心理出版社。
王鳳美（2004）。國民中學校長領導風格對教師組織公民行為影響之研究。未出版之碩士論文，淡江大學教育政策與領導研究所，台北。
田怡甄（2004）。台灣天主教中學教師之組織信任與組織承諾及組織公民行為關係之研究。未出版之碩士論文，輔仁大學教育領導與發展研究所，台北。
朱鴻薇（2003）。教師僱用身分與人格特質對心理契約實現與組織公民行為關係之影響。未出版之碩士論文，國立中央大學企業管理學系碩士在職專班，中壢。
吳政達、湯家偉、羅清水（2007）。心理契約、組織公平、組織信任與組織公民行為結構關係之驗證：以台北地區國民中學學校組織為例。
吳晨妤 (2005)。台北縣國小教師工作壓力與工作滿意之研究。未出版之碩士論文，臺北市立教育大學社會科教育研究所，台北。
李志宏（2000）。組織公民行為意圖影響因素之研究－以兩岸資訊從業人員為例。未出版之博士論文，國立中央大學資訊管理學系，新竹。
李新民（2003）。高屏地區幼兒教師組織公民行為與其影響因素之初探。教育學刊，21，149-171。
李新鄉（1993）。國小教師教育專業承諾及相關因素之研究。未出版之博士論文。國立政治大學教育研究所，台北。
李政翰（2004）。桃園縣國民中學學校組織文化與組織公民行為之關係研究。未出版之碩士論文，輔仁大學教育領導與發展研究所，台北。
林生傳（2003）。教育研究法。台北：心理出版社。
林欣豫（2007）。私立學校轉型領導、教師組織公民行為對學校效能的影響---以台北縣、市私立高中為例。未出版之碩士論文，國立台北大學合作經濟學系，台北。
林景瑩(2009) 。宜蘭縣國民小學教師職務編配與組織公民行為之相關研究。未出版之碩士論文，國立東華大學教育行政與管理學系學校行政，花蓮。
林淑姬（1992）。薪酬公平、程序公正與組織承諾、組織公民行為關係之研究。未出版之博士論文，國立政治大學企業管理研究所，台北市。
林鉦棽（1996），組織公正、信任、組織公民行為之研究：社會交換理論之觀點。管理科學學報，13(3)，391-415。
林鉦棽、蕭淑月、何慧清（2005）。社會交換理論觀點下組織支持、組織知識分享行為與組織公民行為相關因素之研究：以信任與關係為分析切入點。人力資源管理學報，5（1），77-110。
周怡君（2005）。國小校長家長式領導與教師組織公民行為關係之研究。未出版之碩士論文，國立臺南大學教育經營與管理研究所，台南。
周惠民（1998）。原住民地區國小教師自我效能感與工作投入之研究。未出版之碩士論文，國立新竹師範學院國民教育研究所，新竹。
邱子豪 (2012) 。台南市公立國民小學組織公平、認知信任、情感信任對組織承諾之關係。未出版之碩士論文，國立台南大學教育學院，台南。
邱麗蓉（2002）。組織公平與組織公民行為關係之研究--以苗栗縣國民小學為例。未出版之碩士論文，淡江大學教育政策與領導研究所，台北。
侯志瑋 (2009) 。 學校創新經營與教師工作投入之關係研究－以校長領導風格、行政服務品質及教師專業成長為干擾變項。未出版之碩士論文，國立台南大學教育學院教育經營與管理研究所，台南。
秦夢群（2006），教育行政：理論部分。五南。
秦夢群（2010），教育領導：理論與應用。五南。
高彩珠（2005）。校長的創業家精神與教職員的組織公民行為關聯性之研究－以台灣區國民中學之學校組織經營為例。未出版之碩士論文，國立成功大學高階管理碩士在職專班，台南。
徐木蘭（1984）。見樹又見林。台北：經濟與生活。
張華葆（1992）。社會心理學理論。台北：三民書局。
張慶勳(1996)。學校組織行為。 台北:五南。
許士軍(1995)。管理學。台北，東華。
許道然（2002）。公部門組織信任與組織公民行為關係之研究。未出版之博士論文。國立政治大學公共行政系，臺北。
許順興（2005）。臺北市國中校長轉型領導與教師組織公民行為關係之研究。未出版之碩士論文，國立政治大學學校行政碩士在職專班，台北。
范熾文、蔡家媛 (2007)。激發教師優質的組織公民行為。師友月刊,483,1-4。
陳貴財（2005）。基隆市國小教師信任知覺與教師自我效能之相關研究。未出版之碩士論文，臺北市立教育大學教育行政與評鑑研究所，台北。
陳啟東（2004）。高級職業學校校長領導型態對教師組織公民行為與學校組織績效影響之研究。未出版之博士論文，國立彰化師範大學工業教育與技術學系，彰化。
陳慧穎（2006）。校長領導行為、組織公平及教師組織公民行為關係之研究－以南部四縣市公立國小為例。未出版之碩士論文，國立臺南大學教育經營與管理研究所，台南。
胡正孝（2004）。澎湖縣國民中小學教師工作滿意度與組織公民行為關係之研究。未出版之碩士論文，輔仁大學/教育領導與發展研究所，台北縣。
梁文彥(2005)。知覺外部聲望對組織認同與組織公民行為關係之跨層次分析-台灣紡織產業實證研究。未出版之碩士論文，輔仁大學織品服裝研究所，台北。
曾進發（2004）。臺北縣國民小學校長轉型領導、互易領導與教師組織公民行為之相關研究。未出版之碩士論文，輔仁大學教育領導與發展研究所，台北。
葛樹人（1996）。心理測驗學。台北：桂冠。
黃貞芬（2006）。組織承諾、工作滿足與組織公民行為關係之研究－以高雄市公私立高職教師為例。未出版之碩士論文，國立高雄應用科技大學商務經營研究所，高雄。
黃柏勳（2004）。國民中小學校長轉型領導、學校組織氣候與教師組織公民行為關係之研究。未出版之碩士論文，國立高雄師範大學教育學系，高雄。
黃俊傑（2006）。「組織公民行為」在學校組織革新上的啟示。學校行政，43，134-145。
黃郁婷（2005）。教師人格特質影響組織公民行為之研究---以南投縣國民中學為例。未出版之碩士論文，國立臺灣師範大學公民教育與活動領導學系在職進修碩士班，台北。
黃雪華（2006）。國小校長轉化領導、交易領導與工作感受及組織公民行為之研究－以屏東縣國小主任為例。屏東科技大學高階經營管理碩士在職專班未出版之碩士論文，屏東。
趙美鈴（1998）。國小已婚女教師工作特性知覺、角色壓力與其工作投入關係之研究。未出版之碩士論文，國立新竹師範學院國民教育研究所，新竹。
廖大偉（2005）。桃園縣國小校長轉型領導與教師組織公民行為之相關研究。未出版碩士論文，臺北市立教育大學教育行政與評鑑研究所，台北。
鄭英耀、黃正鵠（1996）。教師自我效能相關因素之研究。教育學刊，12，219-244。
鄭燿男（2002）。國中小教師的組織公民行為及其影響因素之研究----學校組織公民行為模型初構。未出版之博士論文，國立高雄師範大學教育學系，高雄。
鄭燿男（2004）。國民中小學教師的組織公民行為之影響模式。師大學報:教育類，49（1），41-62。
蔡家媛（2006）。國民小學教師工作價值觀與組織公民行為之研究。未出版之碩士論文，國立花蓮教育大學行政與領導研究所，花蓮。
楊濱燦、謝庭華（2003）。工作滿意、組職公平與組織公民行為關係之研究。文大商管學報，8，39-54。
蕭文瑞 (2005)。組織文化與工作特性對組織公民行為之影響：台灣航空業員工為例。未出版之碩士論文，中山大學人力資源管理研究所在職專班，高雄。
謝佩鴛（2000）。校長領導作風、上下關係品質及教師組織公民行為關係之研究。未出版之碩士論文，國立台北師範學院國民教育研究所，台北。
羅國誠（2005）。台北縣立國民中學組織學習與教師組織公民行為關係之研究。未出版之碩士論文，國立政治大學學校行政碩士在職專班，台北。
外文部分
Allinder, R. M（. 1994）.The relationships between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education,17,86-95
Barksdale, K., & Werner, J. M. (2001). Managerial ratings of in-role behaviors, organizational citizenship behaviors, and overall performance: Testing different models of their relationship. Journal of Business Research, 51(3), 145-155.
Bandura, A. & Jourden, F. J. (1991). The self regulatory mechanisms governing the impact of social comparison on complex decision marking. Journal of Personality and Social Psychology, 60, 941-951.
Bart Bartlett, A. L. (2007). Job characteristics and job design in table-service restaurants. Journal of Human Resources in Hospitality & Tourism, 6(1), 23-36.
Bembenutty, H. (2006, August). Teachers` self-efficacy beliefs, self-regulation of learning, and academic performanc. Paper presented at the annual meeting of the American Psychological Association. New Orleans, LA.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in spain. Educational Psychology, 26(4), 519-539.
Bilge, F. (2006). Examining the burnout of academics in relation to job satisfaction and other factors. Social Behavior & Personality: An International Journal, 34(9), 1151-1160.
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching & Teacher Education, 20(3), 277.
Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include elements of contextual performance. In N. Schmitt, W. C. Borman, & Associates(Eds.), Personnel selection in organization. San Francisco: Jossey-Bass.
Borgogni,L.(1999). L’pproccio social cognitivo allo studio delle variabili organizzative. Ph.D. Dissertation,Universita di Padova,Italy.
Brenowitz, N., & Tuttle, C. R. (2003). Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers. Journal of Nutrition Education & Behavior, 35(6), 308-311.
Brief, A.P. & Motowidlo, S.J. (1986), Prosocial organization behavior. Academy of Management Review, 11(4), 710—25.
Brouwers, A., & Tomic, W. (2000b). A longitudinal study of teacher burnout and perceived selfefficacy in classroom management. Teaching and Teacher Education, 16(2), 239–54.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in spain. Educational Psychology, 26(4), 519-539.
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on Teachers organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching & Teacher Education, 20(3), 277.
Brouwers, A., & Tomic, W. (2000a). Disruptive student behavior, perceived self-efficacy, and teacher burnout. Paper Presented at the 108th Annual Meeting of the American
Brouwers, A., & Tomic, W. (2000b). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2).
Cantrell, P. (2003). Traditional vs. retrospective pretests for measuring science teaching efficacy beliefs in preservice teachers. School Science and Mathematics, 103 (4), 177.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers` job satisfaction. Journal of Educational Psychology, 95(4), 821-832.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers` self-efficacy beliefs as determinants of job satisfaction and students` academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
Cardona, P., Lawrence, B. S., Bentler, P. M.(2004). The influence of social and work exchange relationships on organizational citizenship behavior. Group & Organization Management, 29(2), 219-247.
Carmeli, A., & Josman, Z. E. (2006). The relationship among emotional intelligence, task performance, and organizational citizenship behaviors. Human Performance, 19(4), 403-419.
Chan, D. W. (2003). Multiple intelligences and perceived self-efficacy among chinese secondary school teachers in Hong Kong. Educational Psychology, 23(5), 521.
Christ, O., Van Dick, R., Wagner, U., & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organizational identification as determinants of different forms of organizational citizenship behaviour Among schoolteachers. British Journal of Educational Psychology, 73, 329-341.
Coladarci, T. (1992). Teachers’sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
Coleman, V. I. and. W. C. Borman (2000).Investigating the Underlying Structure of the Citizenship Performance Domain. Human Resource Management Review, 10(11), 25-44.
Cummings, A., & Oldham, G. R. (1997). Enhancing creativity: Managing work contexts for the high potential employee. California Management Review, 40(1), 22-38.
Davis, K. (1980). Human relations at work (3rd ed.). New York: McGraw-Hill.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers self-efficacy beliefs: Development and use of the TEBS-Self. Teaching & Teacher Education, 24(3), 751-766.
Di Fabio, A., & Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of italian high school teachers. Social Behavior & Personality: An International Journal, 36(3), 315-326.
DiPaola, M., & Tschannen-Moran, M.(2001). Organizational citizenship behavior: in schools and its relationship to school climate. Journal of School Leadership,11(5), 424-447.
Dussault, M. (2006). Teachers’self-efficacy and organizational citizenship behaviors. Psychological Reports, 98(2), 427-432.
Edwards, J. L., Green, K. E., & Lyons, C. A. (2002). Personal empowerment, efficacy, and environment characteristics. Journal of Educational Administration, 40(1), 67-86.
Ehrhart, M. G., Bliese, P. D., & Thomas, J. L. (2006). Unit-Level OCB and unit effectiveness: examining the incremental effect of helping behavior. Human Performance, 19(2), 159-173.
Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), 462-474.
Emmer, E. T., & Hickman, J. (1991). Teacher effficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755-765.
Emmerik, I. H. V., Jawahar, I. M., & Stone, T. (2005). Associations among altruism, burnout dimensions, and organizational citizenship behaviour. Work & Stress, 19(1), 93-100.
Erdem, E., & Demirel, z. (2007). Teacher self-efficacy belief. Social Behavior & Personality: An International Journal, 35(5), 573-586.
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers` beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227.
Farrell, S. K., Finkelstein, L. M.(2007). Organizational citizenship behavior and gender: expectations and attributions for performance. North American Journal of Psychology, 9(1), 81-96.
Feather, N. T., & Rauter, K. A. (2004). Organizational citizenship behaviours in relation to job status, job insecurity, organizational commitment and identification, job satisfaction and work values. Journal of Occupational & Organizational Psychology, 77(1), 81-94.
Gautam, T., Van Dick, R., & Wagner, U. (2004). Organizational identification and organizational commitment: Distinct aspects of two related concepts. Asian Journal of Social Psychology, 7, 301-315.
Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology. 15, 291-316.
George, J. M., & Brief, A. P. (1992). Felling good doing : A conceptual Analysis of the mood at work organizational spontaneity relationship. Psychological Bulletin, 112, 310-329.
George, J. M. & Jones, G. R. (1997). Organizational spontaneity in context. Human Performance, 10, 153-170.
Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. and Tatham, R. L.(2006). Multivariate Data Analysis( 6th ed.). New York: Macmillan.
"Henson, R. K. (2001). Relationships between preservice teachers` self-efficacy, task analysis, and classroom management beliefs(ERIC Document Reporduction Service No. ED 450 084)
Hoppock,R.(1935). Job satisfaction. New York: Harper & Row.
Hoyle, R. H. (1995). Structural equation modeling: concepts, issues, and applications. Newbury Park: Sage.
Iwanicki, E.F. & Schwab, R.L. (1981).A cross-validation study of the maslach burnout inventory. Educational and Psychology Measurement, 48, 579-585.
Kahill, S.(1988).Symptoms of professional burnout : a review of the empirical evidence . Canadian Psychology, 29, 284-297.
Keleciog˘u, H., Bilge, F., & Akman, Y. (2005). Development of a job satisfaction scale for academics. VIII. National Psychological Counseling and Guidance Congress, Marmara University, Istanbul.
Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research(4th ed.). Fort Worth: Harcourt College Publishers.
Koustelios, A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach. European Physical Education Review, 11(2), 189-203.
Lam, Y. L. (2001). Balancing changes and stability： Implications for professional preparation and development of Hong Kong principals. Proceedings of International Conference on School Leader Preparation, Licensure/ Certification, Selection, Evaluation, and Professional Development (pp.271-286). Taipei, Taiwan：National Taipei Teachers College.
Li, Wanxian,& Wan Weiwu (2007). A demographic study on citizenship behavior as in-role orientation. Personality and Individual Differences, 42 (2), 225-234.
MacKenzie, S. B., Podsakoff, P M., & Fetter, R. (1993). The impact of organizational citizenship behavior on evaluations of salesperson performance. Journal of Marketing, 57, 70-80.
MacPhail-Wilcox, B., & Dreyden, J. I. (1992). Job design theory: School structure, teachers` job characteristics and microeconomic resource allocation in classrooms. Educational Considerations, 20(1), 1.
Maslach, C., Schaufeli, W. B., & Leiter, M. P.( 2001). Job burnout. Annunal Review of Psychology, 52, 397-422.
Mayrowetz, D., Murphy, J., Louis, K. S., & Smylie, M. A. (2007). Distributed leadership as work redesign: retrofitting the job characteristics model. Leadership & Policy in Schools, 6(1), 69-101.
Millette, V., & Gagné, M. (2008). Designing volunteers’tasks to maximize motivation, satisfaction and performance: The impact of job characteristics on volunteer engagement. Motivation & Emotion, 32(1), 11-22.
Mulaik, S. A. and James, L. R.(1995). Objectivity and reasoning in science and structural equation Modeling. In Structural equation modeling: Concepts issues and applications. R. H. Hoyle (Ed.), pp. 118-137. Sage, Thousand Oaks, CA
Nguni S., Sleegers P., Denessen E. (2006). Transformational and transactional leadership effects on teachers` job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness & School Improvement, 17(2),145-177.
Nir, A. E., & Kranot, N. (2006). School principal`s leadership style and teachers` self-efficacy. Planning and Changing, 37, 205.
Nunnally, J. C. , & Berstein,I. H. (1994). Psychometric theory. New York: McGraw-Hill Publishing Company.
O`Connor, R., & Korr, W. S. (1996). A model for school social work facilitation of teacher self-efficacy and empowerment. Social Work in Education, 18(1), 45-51.
Oplatka, I. (2006). Going beyond role expectations: toward an understanding of the determinants and components of teacher organizational citizenship behavior.Educational Administration Quarterly, 42(3), 385-423.
Organ, D. W. (1990). The motivational basis of organizational citizenship behavior. Research in Organizational Behavior, 12, 43-72.
Organ, D. W., & Konovsky, M.(1989). Cognitive versus affective determinants of organizational citizenship behavior. Journal of Applied Psychology, 74, 157-164.
O`Reilly, C. A. III, & Chatman, J. (1986). Organizational commitment and psycholofical attachment: The effects of compliance, identification, and internalization on prosocial behavior. Journal of Applied Psychology,71, 492-499.
Pines, A. & Aronson, E. (1981). Burnout: From tedium to personal growth. New York: Free Press.
Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignment-related sources of stress in greek special education teachers. International Journal of Disability, Development & Education, 55(1), 61-76.
Podsakoff,P.M.,Mackenzie, S.B. & Bommer,W.H. （ 1996 ） .Transformational leader behaviors and substitute for leadership as determinants of employee satisfaction, commitment, trust, and organizational citizenship behaviors. Journal of Management,22,259-298.
Podsakoff, P. M., Mackenzie, S. B., Moorman, R. H., & Fetter, R. (1990).Transformational leader behaviors and their effects on followers, trust in leader, satisfaction, and organizational citizenship behavior. Leadership Quarterly, 1(2), 107-142.
Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26（3）,513-563
Pounder, D. G. (1999). Teacher teams: exploring job characteristics and work-related outcomes of work group enhancement. Educational Administration Quarterly, 35(3), 317.
Purvanova, R. K., Bono, J. E., & Dzieweczynski, J. (2006). Transformational leadership, job characteristics, and organizational citizenship performance. Human Performance, 19(1), 1-22.
Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’ science teaching efficacy belief instrument. Science Education, 74 (6), 625-637.
Rinehart, J. S., Short, P. M., Short, R. J., & Eckley, M.(1998). Teacher empowerment and principal leadership: understanding the influence process. Educational Administration Quarterly, 34,(12), 630-649.
Robbins, S. P.( 1998). Organizational behavior( 8th Ed.). New Jersey: Prentice-Hall.
Robbins, S. P.(2003).Essentials of organizational behavior.N.J.：Pearson Education Inc.
Ross, P.（1995）. Relevant telecomputing activities. The Computing Teacher, 22（5）, 28-30.
Rothmann, S., & Nadia, E. (2007). Job characteristics, optimism, burnout, and ill health of support staff in a higher education institution in South Africa. South African Journal of Psychology, 37(1), 135-152.
Sari, H. (2004). An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers, and the factors effecting their burnout and job satisfaction. Educational Studies (03055698), 30(3), 291-306.
Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass.
Schein, E. H. (1990). Organizational culture. The American Psychologist ,45, 109-119.
Schnake M. E.,& Dumler M. P. (2003). Levels of measurement and analysis issues in organizational citizenship behaviour research. Journal of Occupational and Organizational Psychology,76, 283-301.
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15-31). San Diego: Academic Press.
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’ portfolio. Casual and control beliefs (pp. 35-37). Windsor, UK: NFER-Nelson.
Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in hong kong and germany: a cross-cultural validation of the maslach burnout inventory. Anxiety, Stress& Coping,, 13(3), 309.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: mediation analyses. Applied Psychology: An International Review, 57, 152-171.
Seashore, S.E. & T. D.Taber(1975).Job satisfaction indicators and their correlates. American Behavior & Scientists,18,346-353.
Sharma, S. (1996). Applied multivariate technique. New York: John Wiely & Sons.
Short,P.M.（1994）. Defining teacher empowerment. Education,114（4）,488-491.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Spector, P. E., Fox, S.(2002). An emotion-centered model of voluntary work behavior: Some parallels between counterproductive work behavior and organizational citizenship behavior. Human Resource Management Review,12(2), 269-292.
Somech, A. & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly. 38(4), 555-577.
Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: the relationships between job satisfaction, sense of efficacy, and teachers` extra-role behavior. Teaching and Teacher Education, 16, 649.
Somech, A., & Drach-zahavy, A. (2004). Exploring organizational citizenship behaviour from an organizational perspective: The relationship between organizational learning and organizational citizenship behaviour. Journal of Occupational & Organizational Psychology, 77(3), 281-298.
Somech A. & Ron I. (2007). Promoting organizational citizenship behavior in school: the impact of individual and organizational characteristics. Educational Administration Quarterly,43(1),38-66.
Spector, P.E (1997). Job satisfaction ： causes, and consequences. Thouand Oasks, Califonia：Sage.
Su-Fen, C., & Hsiao-Lan, C. (2005). Relationship between job characteristics and organizational citizenship behavior: the meditational role of job satisfaction. Social Behavior & Personality: An International Journal, 33(6), 523-539.
Su-Fen, C., & Miao-Ching, T. (2006). Relationships among burnout, job involvement, and organizational citizenship behavior. Journal of Psychology, 140(6), 517-530.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Van der Doef, M., & Maes, S. (2002). Teacher-specific quality of work versus general quality of work assessment: a comparison of their validity regarding burnout, (psycho)somatic well-being and job satisfaction. Anxiety, Stress & Coping, 15(4), 327.
Vey, M. A., & Campbell, J. P. (2004). In-role or extra-role organizational citizenship behavior: which are we measuring? Human Performance, 17(1),119-135.
Vigoda-Gadot, E., Beeri, I., Birman-Shemesh, T., & Somech, A. (2007). Group-level organizational citizenship behavior in the education system: A scale reconstruction and validation. Educational Administration Quarterly, 43(4), 462-493.
Weber, P. S., Weber, J. E., Sleeper, B. R., & Schneider, K. L. (2004). Self-efficacy toward service, civic participation and the business student: Scale development and validation. Journal of Business Ethics. Dordrech, 49 (4), 359-369.
Williams, S., & Shiaw, W. T. (1999). Mood and organizational citizenship behavior: The effects of positive affect on employee. Journal of Psychology, 133(6), 656.
Witt, L. A., & Wilson, J. W. (1991). Moderating effect of job satisfaction on the relationship between equity and extra-role behaviors. Journal of Social Psychology, 131(2), 247-252.
Wittig-Berman, U., & Lang, D. (1990). Organizational commitment and its outcomes: Differing effects of value commitment and continuance commitment on stress reactions, alienation and organization-serving behaviors. Work and Stress, 4, 167–77.
Woolfolk, A. E. (1998). Educational psychology (7th ed.). Needham Height, MA: Apyn & Bacon.
Vigoda-Gadot, E., Beeri, I., Birman-Shemesh, T., & Somech, A. (2007). Group-level organizational citizenship behavior in the education system: A scale reconstruction and validation. Educational Administration Quarterly, 43 (4), 462-493.
Zhang, Y., & Yu, Y. (2007). Causes for burnout among secondary and elementary school teachers and preventive strategies. Chinese Education & Society, 40(5), 78-85. |
| Description: | 碩士
國立政治大學
學校行政碩士在職專班
99911001
101 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0099911001 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 100101.pdf | 2084Kb | Adobe PDF2 | 308 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
