A Study on the Impact of Senior and Vocational High School Teachers’ Organizational Citizenship Behavior on Students’ Autonomy Learning: Teachers’ Teaching Style as Mediating Variable
The main objective of this research was to explore the relationships among teachers’ organizational citizenship behavior, teaching style, and students’ autonomy learning in senior and vocational high schools. The relationships among these three variables were analyzed using the mediated-effects test. This study adopted a questionnaire survey, and the sample comprised of 401 teachers from 150 senior and vocational high schools in Taiwan. Their responses were analyzed by SPSS 13.0 for Windows with the product-moment correlation procedure and generalized linear models. The conclusions of this research indicated the following: highly positive relationship was observed between teaching style and students’ autonomy learning; higher teachers’ organizational citizenship behavior would result in better learner-centered teaching style; and better learner-centered teaching style would result in better students’ autonomy learning. Testing with generalized linear models revealed that teaching style exerted significant mediated-effects on the impact of teachers’ organizational citizenship behavior towards students’ autonomy learning. Based on the findings in this research, it was suggested that teachers should actively strengthen their organizational citizenship behavior, such as interpersonal interaction, dedication and enthusiasm, and shape student-centered teaching style, which will help students improve their autonomy learning ability and promote their learning effectiveness.
|關鍵詞||教師組織公民行為、教師教學風格、學生自主學習、廣義線性模型、teachers’ organizational citizenship behavior、teachers’ teaching style、students’ autonomy learning、generalized linear models|