义务教育阶段教师组织公民行为的模型建构

发布时间：2019-06-08 14:29

【摘要】：随着基础课改、教改的推进,同时由于教师绩效工资改革和社会对教师行为的关注,曾经一度被人们忽视的教师奉献精神,迫切需要重新被人们进一步认识,并做出更具有科学性的理性判断和分析。教师的奉献行为可以分为角色内、角色外两个方面。这种职责范围外但有利于组织的行为称之为组织公民行为。组织公民行为概念提出后,在企业的研究比较广泛,但是学校组织的研究比较少。其次,对于组织公民行为的影响因素的研究而言,缺少整合的理论框架。因此,本文拟在对义务教育段教师组织公民行为的研究基础上以计划行为理论包含的预测变量对教师组织公民行为意向和行为建构模型。本文的研究工具包括:义务教育段教师组织公民行为问卷、态度问卷、主观规范问卷、行为控制知觉问卷、组织公民行为意向问卷、社会赞许量表。研究被试为四川和甘肃的626名义务教育阶段教师。研究发现,义务阶段教师组织公民行为存在多个维度,包含工作积极主动、与同事合作、维护组织内外和谐、敢于给学校提建议或意见四个维度。个体态度、主观规范和行为控制知觉、组织公民行为意向可以预测教师组织公民行为,由其构成的计划行为理论模型可以较好的解释组织公民行为的机制。本研究的结果表明: (1)自编的义务段教师组织公民行为问卷和预测变量问卷有较好的信、效度,可以作为义务段教师组织公民行为机制研究的工具。义务段教师组织公民行为存在4个维度,理论模型与实证模型基本可以拟合。 (2)计划行为理论包含的预测变量基本可以解释义务段教师的组织公民行为。其中,个体态度、主观规范、行为控制知觉对行为意向有较好的预测。组织公民行为意向能显著预测义务段教师组织公民行为。 (3)教师组织公民行为及其预测变量在教师的人口学特征上部分存在差异。对于组织公民行为,教龄、婚姻状况、职称三个分类变量上存在显著差异;在个体态度变量上,教师的人口学变量上无显著差异;在主观规范变量上,不同职称的教师存在显著性差异;在行为控制知觉上,学历、职称、是否兼任学校管理者三个分类变量上存在显著差异;在行为意向变量上,不同职称、学校规模、是否兼任学校管理者的教师存在显著性差异;并且本研究也发现义务段教师组织公民行为及其预测变量在部分人口学变量上表现出两极大中间小的现象。
[Abstract]:With the promotion of basic curriculum reform and teaching reform, at the same time, due to the reform of teachers' performance and salary and the attention of society to teachers' behavior, the dedication of teachers, which was once neglected by people, urgently needs to be further understood by people. And make a more scientific rational judgment and analysis. Teachers' dedication behavior can be divided into two aspects: inside and outside the role. This kind of behavior outside the scope of responsibility but conducive to the organization is called organizational citizenship behavior. After the concept of organizational citizenship behavior was put forward, the research in enterprises is more extensive, but the research on school organization is less. Secondly, there is a lack of integrated theoretical framework for the study of the influencing factors of organizational citizenship behavior. Therefore, based on the study of teachers' organizational citizenship behavior in compulsory education, this paper intends to construct a model of teachers' organizational citizenship behavior intention and behavior based on the predictive variables contained in the theory of planned behavior. The research tools of this paper include: compulsory education teacher organizational citizenship behavior questionnaire, attitude questionnaire, subjective norm questionnaire, behavior control perception questionnaire, organizational citizenship behavior intention questionnaire, social approval scale. The subjects were 626 compulsory education teachers in Sichuan and Gansu. It is found that there are many dimensions of teachers' organizational citizenship behavior in the compulsory stage, including four dimensions: active work, cooperation with colleagues, maintenance of harmony within and outside the organization, and courage to give suggestions or opinions to schools. Individual attitude, subjective norms and behavioral control perception, organizational citizenship behavior intention can predict teachers' organizational citizenship behavior, and the theoretical model of planned behavior can better explain the mechanism of organizational citizenship behavior. The results of this study show that: (1) the self-designed compulsory section teacher organizational citizenship behavior questionnaire and predictive variable questionnaire have good reliability and validity, and can be used as a tool to study the organizational citizenship behavior mechanism of compulsory section teachers. There are four dimensions of teachers' organizational citizenship behavior in compulsory section, and the theoretical model and empirical model can basically fit. (2) the predictive variables contained in the theory of planning behavior can basically explain the organizational citizenship behavior of compulsory teachers. Among them, individual attitude, subjective norms and behavioral control perception have a good prediction of behavior intention. The intention of organizational citizenship behavior can significantly predict the organizational citizenship behavior of teachers in compulsory section. (3) there are some differences in teachers' organizational citizenship behavior and its predictive variables in the demographic characteristics of teachers. There are significant differences in organizational citizenship behavior, teaching age, marital status and professional title, but there is no significant difference in the demographic variables of teachers in individual attitude variables. In terms of subjective normative variables, there are significant differences in teachers with different professional titles, and there are significant differences in behavioral control perception, academic qualifications, professional titles and whether or not they are school administrators. In the variables of behavior intention, there are significant differences in different professional titles, school size and whether the teachers who are both school managers are different. In addition, this study also found that the organizational citizenship behavior of compulsory teachers and its predictive variables show the phenomenon of two great intermediate sizes in some demographic variables.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1

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