教師之個人公民行為：樂觀與信任的角色（下）

Teachers’ Individual Citizenship Behavior (ICB): The Role of Optimism and Trust

目的：本文的目的是要檢視教師之樂觀與信任在其個人公民行為（individualcitizenship behavior, ICB）中所扮演的角色，以及教師之樂觀與其個人公民行為的相關程度和教師信任之中介程度。個人公民行為是Hoy、Hoy與Kurz（2008）所創造的概念，此概念指涉了教師對同事、對學生與對學生家長之自願的、無條件的行為，這些行為超出了其工作的正式範圍。個人公民行為的基本目的是為了要增強學生的學業成就。設計／方法／進路：總計有370位來自北以色列的公立小學教師完成了問卷，該問卷評估了教師的樂觀、信任與個人公民行為，且同時進行了直接與投射測量。所得資料再以因素與信度分析、雙變數Pearson相關測試、階層迴歸分析、結構方程模式等分析。研究成果：本研究假設部分受到研究結果的支持：教師的樂觀、信任與個人公民行為之間為正相關；教師的樂觀與信任可預測其個人公民行為；對學生的信任與對家長的信任中介了教師樂觀與個人公民行為之間的關聯，同時，對（其他）教師的信任則中介了教師樂觀與個人公民行為之投射測量之間的關聯。原創性／價值：研究的結果證實，對學生與家長的樂觀、信任以及對其他教師的信任在教師個人公民行為中有顯著的表現；研究強調一個正向學校環境的重要性，以及教師對學生及其家長之個人公民行為的重要性，並且指出了使用直接和投射測量的潛在益處，顯示了對中介模型（mediating model）的支持。

Purpose – The purpose of this paper is to examine the role of teachers’ optimism and trust in theirindividual citizenship behavior (ICB), and the extent to which teachers’ optimism is related to teachers’ ICB, and mediated by teachers’ trust. ICB is a concept coined by Hoy et al. (2008). The concept refers toteachers’ voluntary and discretionary behavior directed toward colleagues, students, and the students’ parents, that exceeds the formal job expectations. The primary aim of ICB is to enhance students’academic success.
Design/methodology/approach – In all, 370 teachers from public elementary schools in northern Israel completed questionnaires, assessing teachers’ optimism, trust, and ICB; the category wasexamined both by direct and projective measures. Factor and reliability analyses; a bi-variatecorrelation Pearson test; a hierarchical regression analysis; and a structural equation modeling (SEM) analysis were conducted to analyze the data.
Findings – The research hypotheses were partially supported: Teachers’ optimism, trust, and ICB were positively correlated; teachers’ optimism and trust predicted ICB; trust in students and theirparents mediated the association between optimism and ICB, whereas trust in teachers mediated theassociation between optimism and the projective measure of ICB.
Originality/value – The study results confirm that optimism and trust in students and their parents, and in other teachers have a significant presence in teachers’ ICB; emphasize the importance of apositive school environment; emphasize the importance of teachers’ ICB toward students’ and theirparents; indicate the potential benefit of using direct and projective measures; and show support forthe mediating model.