國小教師工作-家庭平衡與組織公民行為之關係：探討正向情緒的中介效果

• Main Authors: 顏顯權, Yen, Hsien Chuan
• Language: 中文
• Published: 國立政治大學
• Subjects: 工作-家庭平衡; 正向情緒; 組織公民行為; work-family balance; positive emotions; organizational citizenship behavior
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0100911006%22.

本研究旨在探討國小教師之工作-家庭平衡、正向情緒、組織公民行為之關係，並探究正向情緒在工作-家庭平衡與組織公民行為之間是否具有中介效果。研究採用問卷調查法，以新北市公立國小教師做為樣本母群體，採用分層隨機抽樣，抽出64所小學共計760位受試者，回收有效問卷616份，所得資料分別以描述統計、t考驗、單因子變異數分析、Pearson積差相關、迴歸分析、Sobel檢定等統計方法進行研究，根據研究結果加以分析歸納，研究結論如下： 一、新北市國小教師工作-家庭平衡屬中高程度，WFC高於FWC、FWE高於WFE。 二、新北市國小教師正向情緒屬中高程度。 三、新北市國小教師組織公民行為屬於中高程度，以OCB-I最高。 四、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在WFC上有顯著差異；性別、年齡、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在FWC上有顯著差異；年齡在WFE上有顯著差異；現任職務在FWE上有顯著差異。 五、學歷、現任職務在整體OCB上有顯著差異；未滿18歲子女數、現任職務在OCB-I上有顯著差異；性別、年齡、婚姻狀況、服務總年資、學歷、現任職務、學校規模在OCB-O上有顯著差異；現任職務在TASK上有顯著差異。 六、學歷在正向情緒上有顯著差異。 七、工作-家庭平衡教師在正向情緒、OCB-I、TASK、整體OCB顯著高於非平衡教師。 八、「工作-家庭增益」與正向情緒對組織公民行為具顯著相關及預測力。 九、正向情緒在「工作-家庭增益」與組織公民行為間具有部份中介效果。 最後，根據研究結果提出建議，以供學校校長、教師及後續研究之參考。 === The purpose of this study is to investigate the relationship between teachers’ work-family balance, positive emotion and organizational citizenship behavior (OCB) in elementary school. Furthermore, the mediation of positive emotions on work-family balance and OCB was examined. A survey research was conducted using a sample of elementary school teachers in New Taipei City. Data from a sample of 616 teachers within 64 schools was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and Sobel test. The major findings of this study are as follows: 1. Teachers’ work-family balance is above average and WFC higher than FWC, FWE higher than WFE. 2. Teacher’s positive emotion is above average. 3. Teacher’s OCB is above average, “OCB-I” ranks the top. 4. Five demographic variables, including marriage, children under the age of 18, total serving years, education and position show significant differences in work-to-family conflict. Seven demographic variables, such as gender, age, marriage, children under the age of 18, total serving years, education and position, show significant differences in family-to-work conflict. One demographic variable, age, shows significant differences in work-to-family enrichment. One demographic variable, position, shows significant differences in family-to-work enrichment. 5. Two demographic variables, education and position, show significant differences in OCB. Two demographic variables, including children under the age of 18 and position, show significant differences in OCB-I. Seven demographic variables, including gender, age, marriage, total serving years, education, position and school classes, show significant differences in OCB-O. One demographic variable, position, shows significant differences in TASK. 6. One demographic variable, education, show significant differences in positive emotion. 7. Teachers with work-family balance are higher at positive emotions, OCB-I, TASK, and OCB than others. 8. Work-to-family enrichment and positive emotion are positively correlated with OCB. 9. Positive emotion as a mediator of the work-family enrichment and OCB. Based on the results of the research, suggestions for school principals, teachers and future related studies are proposed.