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題名:國小兼任行政教師知覺校長包容性領導、教師工作幸福感與組織公民行為之關係
作者:蘇耿輝
作者(外文):Su, Keng-Hui
校院名稱:國立嘉義大學
系所名稱:教育學系
指導教授:黃芳銘
吳煥烘
學位類別:博士
出版日期:2023
主題關鍵詞:包容性多元化幸福感組織公民行為inclusivediversitywell-beingorganizational citizensh behaviorsip
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本文研究旨在探討國小兼任行政教師知覺校長包容性領導、教師工作幸福感與組織公民行為之關係。本研究係以南部地區(臺南市、高雄市與屏東縣)之國小兼任行政教師為調查對象,發放了502份問卷,回收有效問卷375份,有效回收率74.70%,調查問卷資料分析採描述性統計、t考驗、單因子變異數分析、結構方程模式等統計方法來檢定本研究所建構的關係模式及假設。本研究結果與發現如下:
一、國小兼任行政教師知覺校長包容性領導、教師工作幸福感與組織公民行為的現況呈現中上程度。
二、不同背景變項之國小兼任行政教師在知覺校長包容領導和教師組織公民行為上有部分差異。
三、不同背景變項之國小兼任行政教師在知覺教師工作幸福感上無顯著差異。
四、校長包容性領導對教師工作幸福感與組織公民行為具正向且顯著之影響,教師工作幸福感對組織公民行為具正向且顯著之影響。
五、校長包容性領導可透過教師工作幸福感間接影響教師組織公民行為,教師工作幸福感具有部分中介效果。
This study aimed to understand the relationships among the perceptions of elementary teachers with administrative duties toward principals’ inclusive leadership, teachers' sense of happiness at work, and teachers’ organizational citizenship behaviors. The participants of the study were elementary teachers with administrative duties from southern Taiwan, including Tainan City, Kaohsiung City, and Pingtung County. The researcher sent out 502 questionnaires and received 375 valid questionnaires. The response rate of the questionnaire was 74.70%. To analyze the questionnaire, the researcher used the following research methods, including descriptive statistics, T-test, ANOVA, structural equation modeling, to examine the models of the relationships and assumptions created by this research. The results and findings of the research were as follows.
1.The status quo of relationships among the perceptions of elementary
teachers with administrative duties toward principals’ inclusive leadership, teachers' sense of happiness at work, and teachers’ organizational citizenship behaviors were intermediate high.
2.Under different background variables, there were some differences between elementary teachers with administrative duties toward principals’ inclusive leadership and teachers’ organizational citizenship behaviors.
3.Under different background variables, there were no significant differences between elementary teachers with administrative duties and teachers’ sense of happiness at work.
4.Principals’ inclusive leadership had positive and significant influences toward teachers’ sense of happiness at work and teachers’ organizational citizenship behaviors. Teachers’ sense of happiness at work had positive and significant influences toward teachers’ organizational citizenship behaviors.
5.Principals’ inclusive leadership could indirectly influence teachers’ organizational citizenship behaviors via teachers’ sense of happiness at work. Teachers’ sense of happiness at work had some mediated effects.
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