臺灣原住民小學教職員之組織公民行為：不同族群的社會交換效果

The Organizational Citizenship Behavior in Taiwanese Aboriginal Elementary Schools: The Effect of Social Exchange among Differential Racial Groups

本研究係實施全國原住民鄉小學普查，以瞭解臺灣原住民學校教職員之組織公民行為。有效問卷為1，144份，研究結果發現：臺灣原住民學校教職員有內團體分類的效果，亦即同為原住民族群者，情感交換與工作支持較高，但並未使得非原住民教職員有組織不公平的感受，組織公民行為亦無顯著差異。此外，研究結果顯示：原住民小學組織公民行為並不高，以關懷學校效益、工作自我要求行為等兩項最低。本研究凸顯了原住民小學及平地學校在領導上的特殊性。若要提升工作自我要求，似可透過工作支持來促進。

The population of this study is aboriginal elementary schools nationwide and researcher hopes to further explore this issue and possible effects in aboriginal schools. The valid samples of 1，144 from census survey. It is explored in the result that it has in-group categorization in aboriginal elementary schools， but the categorical effect just shows the feeling exchange and job support， not further affecting the perception of organizational justice and organizational citizenship behavior (OCB). While it reveals in the study the OCB is not high， the concern of school effectiveness and self-discipline in work are lower in OCB. If teachers perceive more organizational justice and job suitable tasks， they can improve the above behaviors.In addition， in the past study based on non-aboriginal schools， it revealed the feeling exchange positively affected OCB. The study shows the higher perception of social exchange is， the lower self-discipline in work is. Managers must enhance the teachers’ self-discipline through job support. It reveals in the result a special leadership style in aboriginal elementary schools.