臺灣博碩士論文加值系統

近年來，由於社會型態的轉變，組織公平及組織公民行為逐漸受到企業界及學界的重視。而領導者的領導的方式及態度更是影響組織成員對組織公平的覺知及其外顯行為表現。由此可知，領導行為、組織公平及組織公民行為在組織中是密不可分的概念，由於此三者對組織運作均有重要影響，因此有必要共同加以探討。其次，領導行為、組織公平、組織公民行為的概念通常被運用於企業組織中，運用於學校組織中的少之又少，故進行學校組織中領導行為、組織公平，及教師組織公民行為的探究有其必要性。本研究擬將以此三個變項為基礎，進行學校組織方面的研究，以期更了解校長領導行為、組織公平及教師組織公民行為間的關係。
在研究對象方面，本研究係以南部四縣市（台南縣市及高雄縣市）之公立國民小學教師為研究母群，並將台南縣市、高雄縣市公立國民小學之學校規模區分為小型學校（12班以下）、中型學校（13-48班）及大型學校（49班以上）等三種類型，進行分層隨機抽樣，共計抽取600名教師為本研究樣本，進行正式問卷施測，共得416份有效問卷。構面衡量通過內部一致性、建構效度、收斂效度及區別效度的檢測之後，再經由統計套裝軟體SPSS 11.0進行假設檢定分析。
研究結果顯示，台南縣市、高雄縣市之國小教師大多能知覺到校長所展現的倡導及關懷行為，亦能知覺到分配、程序及互動公平，及表現出教師組織公民行為；倡導及關懷行為對教師所知覺的分配公平均有正向影響；倡導及關懷行為對教師所知覺的程序公平均有正向影響；關懷行為對教師所知覺的互動公平有正向影響，倡導行為則無；倡導及關懷行為對教師組織公民行為均有正向影響；教師所知覺的組織公平對教師組織公民行為有正向影響，且又以程序及互動公平對教師組織公民行為有較大的影響力。最後，根據研究結論，提出相關的研究建議供實務者及後續研究者參考。
關鍵詞：校長領導行為、組織公平、教師組織公民行為。

In recent year, according to the change of social style, organizational justice and organizational citizenship behavior are emphasis by business and school. Moreover, the leadership and attitude of leaders will affect organizational affiliates’ cognition of organizational justice and their extrinsic behaviors. Therefore, due to leadership behavior, organizational justice and organizational citizenship behavior are closely concepts in organizations, and those three concepts will affect organizations importantly, we should research those three concepts together. Secondly, the concepts of leadership behavior, organizational justice and organizational citizenship behavior are usually applied in organization of business, and are little applied in organization of school; therefore, researching leadership behavior, organizational justice and teachers’ organizational citizenship behavior in organization of school is necessary. In this research, we will set up those three concepts for basis, do research in organization of school, and hope to understand more about the relationships of principals'' leadership behavior, organizational justice and teachers’ organizational citizenship behavior.
In this research, the research population is the teachers of public elementary schools in four counties to the south of Taiwan (Tainan and Kaohsiung counties), and public elementary schools are separated into three styles, including small school (below 12 classes), middle schools (13 to 48 classes), and large schools (up 49 classes) for delaminated random sampling. The sum of 600 teachers is the samples of this research for doing test of formal questionnaires. All valid questionnaires are 416 copies. After passing the test of internal consistency, building validity, convergent validity, and discriminate validity, the data is analyzed for the hypothesis test by the statistical package software of SPSS 11.0.
Empirical results indicate that the most teachers of public elementary schools in Tainan and Kaohsiung counties can have cognition of initiation and consideration behavior, distributive, procedural, and interactive justice, and behave teachers’ organizational citizenship behavior; initiation and consideration behavior will positively affect teachers’ cognition of distributive justice; initiation and consideration behavior will positively affect teachers’ cognition of procedural justice; consideration behavior will positively affect teachers’ cognition of interactive justice, but initiation behavior will not; initiation and consideration behavior will both positively affect teachers’ organizational citizenship behavior; teachers’ cognition of organizational justice will positively affect teachers’ organizational citizenship behavior, and procedural, and interactive justice will have bigger influence in teachers’ organizational citizenship behavior. Finally, some suggestions for further researcher and workers will be also addressed.

Key words: Principals’ leadership behavior, Organizational justice, Teachers’ organizational citizenship behavior.

中文摘要 ii
英文摘要 iii
誌謝 v
目錄 vi
表目錄 viii
圖目錄 x
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 2
第三節 待答問題 3
第四節 名詞釋義 3
第五節 研究範圍與限制 5
第二章 文獻探討 6
第一節 校長領導行為概念之探討 6
第二節 組織公平概念之探討 13
第三節 教師組織公民行為概念之探討 25
第四節 校長領導行為與組織公平關係之研究 39
第五節 校長領導行為與組織公民行為關係之研究 43
第六節 組織公平與組織公民行為關係之研究 46
第三章 研究設計與實施 52
第一節 研究架構 52
第二節 研究假設 53
第三節 研究工具 53
第四節 實證研究對象 67
第五節 實施程序 72
第六節 資料處理 73
第四章 研究結果與討論 74
第一節 問卷的信度與效度 74
第二節 各構面的資料分佈及相關情形 77
第三節 校長領導行為與組織公平間的關係 82
第四節 校長領導行為與教師組織公民行為間的關係 85
第五節 組織公平與教師組織公民行為間的關係 86
第五章 研究結論與建議 90
第一節 結論 90
第二節 研究發現及貢獻 94
第三節 對實務者之建議 97
第四節 對後續研究者之建議 99
參考文獻 101
附錄一　公立國民小學組織現況調查問卷之專家意見調查表 110
附錄二 公立國民小學組織現況調查問卷（預試問卷） 117
附錄三 公立國民小學組織現況調查問卷（正式問卷） 121

表目錄
表2-2-1　組織公平理論之分類及其代表理論 15
表2-2-2 Adams之公平理論 17
表2-3-1　國內外學者對組織公民行為之定義研究 27
表2-3-2　組織公民行為構面彙整表－依構面數排列 34
表2-6-1　支持社會交換理論主張之實證研究彙整表 50
表3-3-1　校長領導行為構面之衡量題目 54
表3-3-2 組織公平構面之衡量題目 55
表3-3-3 教師組織公民行為構面之衡量題目 56
表3-3-4　專家學者名單、服務單位及學術專長 57
表3-3-5 預試抽樣統計表 58
表3-3-6　校長領導行為問卷之項目分析結果 59
表3-3-7　組織公平問卷之項目分析結果 59
表3-3-8　教師組織公民行為問卷之項目分析結果 61
表3-3-9　校長領導行為因素分析摘要表 63
表3-3-10 組織公平因素分析摘要表 64
表3-3-11 教師組織公民行為因素分析摘要表 65
表3-3-12 校長領導行為問卷題項分配表 65
表3-3-13 組織公平問卷題項分配表 66
表3-3-14 教師組織公民行為問卷題項分配表 66
表3-3-15 校長領導行為問卷信度分析摘要表 66
表3-3-16 組織公平問卷信度分析摘要表 66
表3-3-17 教師組織公民行為問卷信度分析摘要表 67
表3-4-1　正式問卷抽樣程序說明（一） 68
表3-4-2　正式問卷抽樣程序說明（二） 68
表3-4-3 正式問卷抽樣統計表（一） 69
表3-4-4 正式問卷抽樣統計表（二） 71
表4-1-1　校長領導行為問卷之收斂效度及信度 75
表4-1-2　組織公平問卷之收斂效度及信度 75
表4-1-3　教師組織公民行為問卷之收斂效度及信度 76
表4-2-1　研究構面之描述性統計表 77
表4-2-2　倡導行為次數分配表 78
表4-2-3　關懷行為次數分配表 78
表4-2-4　分配公平次數分配表 79
表4-2-5　程序公平次數分配表 79
表4-2-6　互動公平次數分配表 80
表4-2-7　教師組織公民行為次數分配表 80
表4-2-8　研究構面之相關矩陣 81
表4-3-1　倡導行為及關懷行為對分配公平之多元迴歸分析摘要表 82
表4-3-2 倡導行為及關懷行為對程序公平之多元迴歸分析摘要表 83
表4-3-3　倡導行為及關懷行為對互動公平之多元迴歸分析摘要表 84
表4-4-1　倡導行為及關懷行為對教師組織公民行為之多元迴歸分析摘要表 85
表4-5-1　組織公平對教師組織公民行為之簡單迴歸分析摘要表 86
表4-5-2　分配、程序及互動公平對教師組織公民行為之多元迴歸分析摘要表 87
表4-5-3　假設實證結果彙總表 89

圖目錄
圖2-1-1 領導定義圖 7
圖2-1-2　Ohio州立大學之領導行為圖 9
圖2-1-3　Blake & Mouton（1964）之管理方格 11
圖2-2-1　程序控制模式（虛線表示其影響力較小） 19
圖2-2-2　分配及程序公平對績效的影響曲線 23
圖3-1-1　研究架構圖 52

一、中文部分
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二、英文部分
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