Study on the relationship among perceived organizational support, organizational identification and teacher organizational citizenship behaviors in public junior high school teachers

• Main Authors: WEI-HSIN, YAO, 姚蔚欣
• Other Authors: JAU-RONG, LI
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/87965053972665050775

碩士 === 國立高雄師範大學 === 人力與知識管理研究所 === 103 === Face to frequent changes in education policies in recent years, the success of a school depends on if the teachers are willing to go beyond their duty, which also means that teachers’ organizational citizenship behavior is the key to school management and development. Most national journals and researches present the positive relationship among perceived organizational support (POS), organizational identification and teacher organizational citizenship behavior. But in Taiwan, there is no study taking public school teachers as study objects yet, therefore, the purpose of this study is to investigate the relationship among POS, organizational identification and teacher organizational citizenship behaviors in the public junior high school teachers. This study takes public junior high school teachers in Kaohsiung as research objects. 479 teachers from 20 schools are selected by stratified random sampling. 446 valid questionnaires was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA and regression analysis. The major findings are as follows: 1.Among public junior high school teachers, POS is positively related to organizational identification and teacher organizational citizenship behavior; organizational identification is positively related to teacher organizational citizenship behavior. 2.Among public junior high school teachers, perceived organizational support and organizational identification do have positive effect on teacher organizational citizenship behavior. 3.Age shows no significant differences in POS, organizational identification and teacher organizational citizenship behavior. 4.Teachers’ positions show significant differences in POS, organizational identification and teacher organizational citizenship behavior. 5.Formal teacher seniority shows significant differences in respect-work action of teacher organizational citizenship behavior. Based on the findings of the study, some conclusions and suggestions can be proposed for schools, teachers and future related studies. By properly handling the issue of teachers’ needs and discontent, improving school human resource management, promoting planned school marketing activities, and supporting POS, the level of POS could be increased, teacher organizational identification could be enhanced and teacher organizational citizenship behavior could be improved.