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題名:國民中學教師自我調節學習、驚輸、工作投入與組織公民行為關係之研究-以工作投入為中介變項
作者:洪嘉男
作者(外文):HUNG, CHIA-NAN
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:2019
主題關鍵詞:自我調節學習驚輸工作投入組織公民行為teachers’ self-regulated learningkia-sujob involvementjob involvement
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本研究旨在探討教師的自我調節學習、驚輸、工作投入及組織公民行為之關聯性,分析自我調節學習、工作投入、組織公民行為的相關性,以工作投入為中介變項,並探討驚輸在自我調節學習、工作投入及組織公民行為之調節作用。本研究採用問卷調查研究方法蒐集樣本資料,在預試階段以全國國民中學教師為對象,寄發 205 份預試問卷,回收有效問卷 160 份,據以分析測量工具的信效度。在正式施測階段,以108年之全國公立國民中學教師為對象,寄發 1300 份問卷,獲得回收有效問卷999份。在資料分析方面,透過描述性統計、驗證性因素分析、變異數分析、相關分析及結構方程模式等方法,檢測本研究問題及假設。
依據研究結果,本研究獲致以下結論:
現職國民中學教師在師自我調節學習、工作投入、組織公民行為得分中間偏高,在驚輸得分偏低。關於自我調節學習、驚輸、工作投入及組織公民行為之差異分析:自我調節能力會因性別、教育程度、任教年資、現任職務不同而有所差異;教師的驚輸會因性別、任教年資、現任職務及學校所在地之不同而有所差異;工作投入則會因性別、現任職務、及學校所在地區之不同而有所差異;教師的組織公民行為會因性別、教育程度、任教年資、現任職務之不同而有所差異。
此外,教師的自我調節能力、工作投入、組織公民行為之間兩兩具有正向相關,自我調節能力正向預測工作投入及工作投入正向預測組織公民行為。教師的自我調節能力、工作投入及組織公民行為的結構方程模式適配度顯示為良好。研究亦顯示,驚輸對自我調節學習與工作投入間的關係有調節作用。
基於上述之研究結果,本研究提出一些建議,作為教育行政機關、學校主管、教師及未來研究之參考。
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The study investigated the relationships among the perception of teachers’ self-regulated learning, kia-su, job involvement, organizational citizenship behavior. This study also explored the influence of teachers’ self-regulated learning, kia-su, job involvement and organizational citizenship behavior in the junior high school teachers. Moreover, this study analyzed the moderating impact of job involvement as mediator, and kia-su as moderator.
In this study, questionnaire survey was used to collect sample data. In the pretest administered in this study, a survey was conducted on public elementary school teachers from across Taiwan in 2018. A total of 205 questionnaires were distributed, and 160 were returned. The reliability and validity of the questionnaire were tested. In the formal survey, the subjects were public junior high school teachers from across Taiwan. A total of 1300 questionnaires were distributed, and 999 valid questionaires were returned. The data were analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, analysis of variance, correlation analysis, and structural equation modeling to validate the research hypotheses.
Based on the results, the following conclusions were derived:
Junior school teachers possess a middle-high-level of teachers’ self-regulated learning, job involvement, and organizational citizenship behavior. Besides, kia-su possess low-level. As for the variance analysis of teachers’ self-regulatory learning, kia-su, job involvement, and organizational citizenship behavior, the findings are as follows.
The perception of teachers’ self-regulated learning, varies by gender, level of education, and position in school. Kia-su varies by gender, years of service, position in school, and school location. Job involvement varies by gender, position in school, and school location. Organizational citizenship behavior varies by level of education, position in school years of service, position in school.
In addition, there is a significant positive correlation between the variables of teachers’ self-regulatory learning, job involvement, organizational citizenship behavior.
Teachers’ self-regulated learning showed a positive direct effect on job involvement. Job involvements howed a positive direct effect on organizational citizenship behavior. Considering the mediating effect of job involvement, the perception of job involvement mediated the effect of teachers’ self-regulated learning and organizational citizenship behavior. The SEM constructed for teachers’ self-regulated learning, involvement, and organizational citizenship behavior showed a goodnesss of fit.
Furthermore, studies have also shown that the relationship between teachers’ self-regulated learning, and job involvement is moderated by kia-su.
There are many applications proposed to education authority, school principals, and teachers. Finally, this paper provides suggestions for future research.
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