| Summary: | 碩士 === 國立新竹教育大學 === 教育行政碩士學位在職進修專班 === 102 === Principal positive traits and teacher organizational citizenship behavior are the important factors of the teacher’s knowledge sharing. The purpose of this study is to understand the current situation and the differences among the positive traits of primary school principals, teacher organizational citizenship behavior and teacher’s knowledge sharing, to investigate the situation and the impact of the above three. The research methods included literature review and questionnaire survey.The survey objects were primary school teachers across Taiwan area. The study issued a total of 1,255 questionaires, with the return rate of 73.70%, among which 780 questionaires were valid. The data was analyzed by reliability analysis, factor analysis , descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis and structural equation modeling. The findings based on the results of the research are as follows:
1. The perception of the primary school school teachers toward the principals implement positive traits is good.
2. The perception of the primary school teachers toward teacher organizational citizenship behavior is good.
3. The perception of the primary school teachers toward the teacher’s knowledge sharing is good.
4. The primary school principal positive traits and teacher organizational citizenship behavior has a positive correlation.
5. The primary school principal positive traits and teacher’s knowledge sharing has a significant positive correlation.
6. The primary school teacher organizational citizenship behavior and teacher’s knowledge sharing has a positive correlation.
7. The primary school principal positive traits through teacher organizational citizenship behavior affects the teacher’s knowledge sharing of teachers, teacher organizational citizenship behavior with partial mediating effect.
8. The primary school principal positive traits " Wisdom and Knowledge " has a high explanatory power on teacher’s knowledge sharing.
Finally, based on the result of this research, suggestions are provided for educational authorities, school administrators, school teachers, and future researchers for their reference.
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