體驗區
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| 篇名 |
心理契約、組織公平、組織信任與組織公民行為結構關係之驗證：以臺北地區國民中學學校組織為例
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| 並列篇名 |
The Verification of a Structural Equation Model on Psychological Contract, Organizational Justice, Organizational Trust and Organizational Citizenship Behavior: An Example of the Junior High School Organizations
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| 作者 |
吳政達(Wu, Cheng-ta)
、湯家偉(Tang, Chia-wei)
、羅清水(Luo, Qing-shui)
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| 中文摘要 |
本研究以社會交換理論為基礎，就近年相關重要概念提出一社會交換模式，以探討學校中，心理契約、組織公平、組織信任與組織公民行為之間的關係，並用結構方程模式統計分析方法對該模式進行驗證。根據分析結果，本研究模式與研究假設均獲得資料支持：國中教師心理契約對其組織公平認知、組織信任，以及組織公民行為具有直接影響效果；國中教師組織公平知覺對其組織信任具有直接影響效果、國中教師組織信任對其組織公民行為具有直接影響效果、國中教師心理契約會透過組織信任對其組織公民行為產生間接影響。最後，本研究針對研究結果提出建議，以做為學校、教育行政人員與未來研究之參考。
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| 英文摘要 |
Based on the social exchange theory, this study aims to propose a social exchange model to explore the relationship among psychological contract, organizational justice, organizational trust and organizational citizenship behavior in the junior high school context; furthermore, this study verifies this model with latent variable analysis. Results showed that the theory model was supported by the empirical data, and all of the hypotheses were confirmed as well.
According to the results of this study, it found that psychological contract directly influenced the junior high school teachers’ organizational justice perceptions, organizational trust, as well as organizational citizenship behavior. Besides, the junior high school teachers’ organizational justice perceptions directly influenced the organizational trust. In addition, the junior high school teachers’ organizational trust directly influenced the organizational citizenship behavior. The junior high school teachers’ organizational trust played a mediating role between psychological contract and organizational citizenship. In the final section of this study, the authors propose suggestions for school administrators and further research.
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| 頁次 |
133-159
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| 關鍵詞 |
心理契約
、組織公平
、組織信任
、組織公民行為
、Organizational citizenship behavior
、Organizational justice
、Organizational trust
、Psychological contract
、TSSCI
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| 卷期 |
10:1
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| 日期 |
200702
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| 刊名 |
教育政策論壇
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| 出版單位 |
國立暨南國際大學教育政策與行政研究所
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