The Multidimensional Construct Model Configuration of the Teacher Organizational Citizenship Behavior
The purpose of current study was to revisit the multidimensional construct issue of teacher organisational citizenship behavior in the junior high school ontext. First the author exmines related literature regarding teacher OCB’s definition and constrct dimensions to generalize our preliminary hopothesis of OCB’s multidimensional construct model configuration. To help further clarify the dimensions and their relationship with the construct, a multi-level model of teahers’ organizational citizenship behavior antecedents was also proposed where leader-member exchange, self-monitering and job involvement serve as individual level antecedents, individualistic/collectivism as school level antecedent and teachers’ organizational behavior as outcome variable at individual level. Valid data was collected from 37 public junior higher schools and 736 teachers in Taipei city. The main findings can be summarised as follows: (1) The dimensions of junior high school teacher organizational citizenship behavior consist of organizational citizenship behavior toward organization, organizational citizenship behavior toward individual, and job dedication; (2) Junior high school teacher organizational citizenship behavior should be treated as a aggregated model multidimensional construct; (3) The antecedents have varied significant or insignificant effects on three dimensions of teachers’ OCB.
|關鍵詞||多構面構念、教師組織公民行為、聚合模式多構面構念、multidimensional construct、teacher organizational citizenship behavior、aggregate model multidimensional construct|