臺中市國民中學組織溝通與教師組織公民行為關係之研究

Abstract

本研究旨在瞭解臺中市國民中學組織溝通與教師組織公民行為關係之現況，並探討教師個人背景、學校環境，以及學校組織溝通等變項對教師組織公民行為之預測力。 為達上述目的，本研究以99學年度第二學期臺中市21所國民中學之正式教師為研究母群，採分層隨機抽樣方式，並以「臺中市國民中學組織溝通與教師組織公民行為調查問卷」進行問卷調查，發出500份問卷，有效問卷446份，有效回收率89.2％。所得資料以SPSS 19.0 for Windows統計套裝軟體進行問卷信、效度、描述統計、單組t考驗、單因子變異數，以及階層多元迴歸等統計方法進行分析。 本研究結果摘要如下： 一、臺中市國民中學組織溝通與教師組織公民行為各構面與整體面顯著高於理論平均值，顯示教師知覺組織溝通與表現組織公民行為具有中上程度的水準。 二、男性、擔任行政職位、學校規模在25-60班、學校歷史在50年以上及校長在校3年以下的教師，所知覺的組織溝通情形顯著較佳；而年齡、最高學歷、領域專長的差異不影響組織溝通的知覺。 三、女性、40歲以上、碩士（含）以上學歷、有婚姻、有子女、服務年資6年以上、擔任行政職位、國文、自然、健體、藝文以及綜合領域、學校規模25-60班的教師，其組織公民行為表現顯著較佳；而學校歷史以及校長在校服務年資的差異並不影響教師組織公民行為的表現。 四、教師個人背景變項中，性別對教師組織公民行為「利他助人」構面具有顯著預測力；工作職位對「利他助人」、「尊重體制」構面與整體面具有顯著預測力；控制個人背景變項後，學校環境變項對「尊重體制」構面具有顯著預測力；在控制個人背景變項與學校環境變項後，組織溝通對教師組織公民行為仍具有顯著預測力。 最後，根據本研究之結果，提出對學校相關單位和人員，以及對未來研究的建議，提供參考。This purpose of this study were to understand the relationship between organizational communication and teachers’ organizational citizenship behavior among junior high school teachers in Taichung city, and to investigate the predictability of teachers’ organizational citizenship behaviors on the basis of their personal characteristics, school environment characteristics, and their perception of school organizational communication. The study used a cross-sectional research design. Five hundred teachers were selected from 21 public junior high schools in Taichung city. A total of 467 responses were received and among them 446 were valid. The valid response rate was 89.2%. Reliability, descriptive statistics, one-sample t-test and one-way ANOVA were conducted to analyze the data using SPSS 19.0 for windows. The major findings are listed as followings: I.The organizational communication and organizational citizenship behaviors perceived by the participating teachers are both significantly above theoretical average, but still there is room for improvement. II.Teachers who are male or administrators, or who work in schools of moderate scale or of longer history, or whose school has a beginning principal, perceive a better sense of organizational communication. III.Teachers who are female, married, or older than 40-year-old, who work in schools of moderate scale, hold a master degree, or have children, or who are senior teachers, or administrators exhibit a higher level of organizational citizenship behaviors. IV.Teachers’ personal characteristics, school environment characteristics, and their perception of school organizational communication are predictive of teachers’ organizational citizenship behaviors. Based on the results, suggestion for school authorities, teachers and future researchers were proposed.