國民小學教師知覺組織支持、組織自尊、工作滿意度對工作表現之影響

The Effects of Elementary School Teachers’ Perceived Organizational Support, Organization-Based SelfEsteem, and Job Satisfaction on Job Performance

本研究旨在探討國民小學教師知覺組織支持、組織自尊、工作滿意度對工作表現的影響，藉由文獻探討提出本研究的理論模型，並依據分析結果進行模型修正，並針對驗證過的模型加以詮釋，以說明變項之間的影響關係。本研究採用調查研究法進行，以分層隨機抽樣方式抽取國內國民小學教師，共獲得1,127筆有效資料。在統計方法上，採用傳統SEM程序以及Anderson與Gerbing（1988）提出的兩階段SEM進行分析，藉以探索出適配程度較佳的結構模型，最後輔以複核效化驗證之。本研究結果發現，在教師的工作表現方面，教師知覺組織支持可以直接對脈絡績效產生影響，但未對任務績效產生影響；相對而言，教師知覺組織支持影響了組織自尊及工作滿意度，並間接對任務績效產生影響。本研究建議學校要建立支持性的組織文化、重視教師情感性的反應（例如組織自尊及工作滿意度等）、應有更多元及廣泛的視野評估教師的工作表現。

The purpose of this study was to explore the influence of teachers’ perceived organizational support (POS), organization-based self-esteem (OBSE), and job satisfaction on job performance in elementary schools. Through literature review, a theoretical model was derived for analysis, and the model was further modified according to the analysis results. Lastly, the verified model was interpreted to illustrate the relationship between variables. This study adopted the survey method and conducted stratified random sampling in elementary school teachers in Taiwan. A total of 1,127 valid responses were obtained. In terms of the analytical method, this study adopted the traditional SEM instrument and the two-step procedure introduced by Anderson and Gerbing (1988) to find out a structural model with a higher level of goodness-of-fit. Lastly, the model was verified using cross-validation analysis. The result indicates that in terms of teachers’ job performance, teachers’ POS directly affects their contextual performance, but does not affect their task performance. Comparatively, POS affects teachers’ OBSE and job satisfaction, and indirectly affects their task performance.