高級中等學校教師組織公民行為對學生自主學習影響之研究：以教師教學風格為中介變項   免費試閱

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

本研究旨在探討高級中等學校教師組織公民行為、教師教學風格與學生自主學習的關係，並進行中介效果之考驗，探析三者之間的關聯性。為達成上述目的，本研究採用問卷調查法，以臺灣地區150所高級中等學校之401位教師為分析樣本，運用積差相關及廣義線性模型進行分析。獲得的結論有：高級中等學校教師教學風格與學生自主學習之整體相關最為密切；高級中等學校教師愈能積極展現組織公民行為，則愈能建立學習者中心型之教學風格；高級中等學校教師愈能建立學習者中心型之教學風格，則愈能促進學生自主學習；高級中等學校教師教學風格對於組織公民行為影響學生自主學習存在顯著的中介效果。基於此，教師應積極強化人際互動、敬業樂群、熱心助人等組織公民行為，同時能形塑以學生為中心的教學風格，如此將有助於學生自主學習能力的增進與學習成效的提升。

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.