國中學校組織支持、教師正向心理資本與組織承諾關係之跨層次分析：兼任行政教師與一般教師之比較

Mediating Role of Positive Psychological Capital on the Multilevel Relationship Between Organizational Support and Organizational Commitment of Junior High School Teachers in Taiwan

本研究利用跨層次結構方程模式，分析組織支持、正向心理資本與組織承諾之間的跨層次關係。研究採用問卷調查研究法，以臺灣國民中學教師為研究對象。主要發現組織支持對兼任行政教師組織承諾有顯著的直接與間接影響作用，一般教師則只有顯著間接影響作用。顯示一般教師更依賴組織支持對其正向心理資本的提升，以間接增強其組織承諾。依據分析結果，相關結論包括：一、國中學校組織支持對教師正向心理資本產生顯著正向高度跨層次影響效果，兼任行政教師與一般教師並無顯著差異；二、國中學校組織支持對兼任行政教師組織承諾產生顯著正向高度跨層次影響效果，但一般教師未產生顯著跨層次影響作用；三、國中教師正向心理資本對其組織承諾產生顯著正向高度直接影響效果，兼任行政教師與一般教師僅有微乎其微的差異；四、國中學校組織支持經由教師正向心理資本對其組織承諾產生跨層次的中介影響效果，兼任行政教師與一般教師並無顯著差異；五、國中兼任行政教師比一般教師有較高程度的正向心理資本與組織承諾；六、國中教師個人背景變項中僅有年齡對正向心理資本有顯著正向影響。

Using the multilevel structural equation modeling, this study will first reconstruct and validate related questionnaire followed by an investigation of the relationship between organizational support and organizational commitment mediated by the condition of positive psychological capital of junior high school teachers in Taiwan. Finally, the findings of this study included: 1. Organizational support has a significantly positive and high cross-level impact on teachers’ positive psychological capital, and there is no significant difference between administrative teachers and general teachers. 2. Organizational support has a significantly positive and high cross-level impact on organizational commitment of administrative teachers, but it does not for general teachers. 3. Teachers’ positive psychological capital has a significantly positive and high impact on organizational commitment, and there is only a slight difference between administrative teachers and general teachers. 4. Organizational support has a significantly cross-level indirect impact on organizational commitment mediated by positive psychological capital of teachers, and there is no significant difference between administrative teachers and general teachers. 5. Administrative teachers have a higher degree of positive psychological capital and organizational commitment than general teachers. 6. Only the age of the teachers’ background variables has a significant positive impact on positive psychological capital.