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題名:國中教師核心自我評價、教師效能與敬業貢獻度之相關研究—以組織公民行為為中介變項
作者:張耀忠
作者(外文):Yao-Chung Chang
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:王智弘
學位類別:博士
出版日期:2020
主題關鍵詞:核心自我評價教師效能敬業貢獻度組織公民行為core self-evaluationteacher efficacyjob engagementorganizational citizenship behavior
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本研究旨在探討國中教師核心自我評價、教師效能與敬業貢獻度之關係,並以組織公民行為為中介變項,而主要研究目的希望透過教學場域中之正式教師,探究預測變項(教師核心自我評價、教師效能)對效標變項敬業貢獻度之預測力,中介變項(組織公民行為)在預測變項(教師核心自我評價、教師效能)與效標變項(敬業貢獻度)間是否具有中介效果,本研究之研究目的有三: 第一、探討不同背景變項對教師核心自我評價、教師效能、敬業貢獻度與組織公民行為之差異性;第二、了解教師核心自我評價、教師效能、組織公民行為與敬業貢獻度之相關性;第三、探究組織公民行為在教師核心自我評價、教師效能對敬業貢獻度之中介效果。
本研究以中部三縣市台中、彰化、南投之正式教師為研究對象,採問卷調查法,總計發出正式問卷690份,回收有效問卷共538份,調查所得資料統計分析包括描述性統計、獨立樣本t考驗、多因子變異數分析、Pearson積差相關及多元回歸等方法,並逐一討論結果,獲得下述結論:一、教師核心自我評價的情緒穩定度在不同性別、年齡、年資有顯著差異,自尊在不同工作職務有顯著差異;教師效能的教師個人效能在不同性別、工作職務有顯著差異;組織公民行為的堅守本分在不同年齡、學歷、工作職務有顯著差異,人際利他在不同學
歷、工作職務有顯著差異,組織利益在不同性別、班級數有顯著差異;敬業貢獻度的活力在不同年齡、學歷、工作職務有顯著差異,奉獻在不同年齡、工作職務有顯著差異,專注在不同年齡、工作職務有顯著差異;二、本研究之中介變項組織公民行為,置入預測變項情緒穩定度、教師個人效能與效標變項敬業貢獻度的模式當中,其預測變項與效標變項的關係,比預測變項直接預測效標變項之效果明顯下降,故組織公民行為在情緒穩定度、教師個人效能與敬業貢獻度之關係中,明顯存在部份中介之效果,而自尊則為完全中介效果。最後根據研究結果提出建議,提供未來師資培育、職場研習進修、校長領導及後續研究之參考。
This study investigated the relationship amongmiddle school teachers’ core self-evaluation, teacher efficacy,and job engagementas well asmediating effectsof organizational citizenship behavioron the relationshipamongcore self-evaluation, teacher efficacy and job engagement. Thedemographical variables(gender, age, joband years of service) influenceson their core self-evaluation, jobengagementand organizational citizenship behaviorwere examined.
Questionnaire survey was conducted on full-time middle school teachers in Taichung, Changhua and Nantou. A total of 690 questionnaires were distributed to the participantswith 538 valid ones returned for data analysis. Descriptivestatistics, t-test,Pearson product-moment correlation,MANOVA and multiple regressionswere employed for data analysis. Conclusions were generated based on data analysis. Concerning the locus of control aspect of core self-evaluation, teachersof different gender, age and years of service manifested significant difference. As to self-esteem, teachers of different administrative positionalso displayedsignificant difference. Teachers of different gender and jobs showed significant difference as to jobengagement. As to strictly abiding by duty and responsibility(organizational citizenship behavior), teachers of different age, education level and jobs displayed significant difference. With respect to organizational citizenship behavior-individual, teachers of different education level and jobs showed significant difference.As to organizational citizenship behavior-organization, teachers of different gender and number of classes manifested significant difference. As regards vigor(job engagement), they displayed significant difference as regards age, education level and jobs. Concerning dedication andabsorption,teachersof different age and jobalso existed significant difference. In this study, organizational citizenship behavior was implemented as the mediating variable. It was used as a mediator amongemotional stability, teacherefficacythe predictive variable and job
engagement, the criterion variable. Its predicted relationship was clearly lower than the direct relationship between the predictive variable and the criterion variable. Obviously, organizational citizenship behavior exertedmediating effect on the relationship amongemotional stability,personal teacher efficacy andjob engagement. Self-esteem had fully intermediary effects on job engagement.The last part of this study provided suggestion, which can serve as a guide for futurepre-service teacher training, and in-serviceand school leadership.
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