本研究旨在探討認同領導、教師專業學習社群與教師組織公民行為在中國大陸地區幼兒園場域中的發展現況、相關情形及其結構性關係。研究方法以問卷調查法為主，以相關園長、專任教師為主要研究對象。共發出問卷4216份，其中有效問卷2743份，有效回收率達65.06％。分別以描述性統計、獨立樣本t檢驗、單因子變異數分析、積差相關分析、SEM結構方程模式分析、bootstrap中介效果模式檢驗等統計方法加以分析，所獲主要研究結論如下：中國大陸幼兒園園長認同領導、教師專業學習社群、教師組織公民行為均被高度知覺；不同年齡、職務、園所性質填答者知覺園長認同領導有所差異；不同學歷、園所性質、區域填答者知覺教師專業學習社群有所差異；不同學歷、年齡、工作年限填答者知覺教師組織公民行為有所差異；上述三者之間呈顯著正相關之關係，且結構性關係成立，教師專業學習社群在園長認同領導影響教師組織公民行為的過程中起到了部分中介之作用。
進而，建議相關園長重視成員利益之關切、完善園所制度性保障、創造條件鼓勵利組織行為之展現，促進園所內不同群體間之有效聯結，並積極調動諸方資源提升園所成員之共同價值。同時建議相關政策制定與執行者加大對於民辦園之監管扶持力度，均衡各地區園所之共榮發展。概言之，善用認同領導凝聚組織氛圍，積極踐行認同領導之優長，充分發揮教師專業學習社群之中介作用，無疑會有利於促進教師組織公民行為之無限展能。

This study is aimed to explore the current situation, correlation and structural relationship among identity leadership of directors, teachers’ professional learning community and teachers’ organizational citizenship behavior in kindergartens of mainland China. The main method of this study is questionnaire survey, and the main research objects are related kindergartens’ principals and full-time teachers. A total of 4,216 questionaires were issued, including 2,743 valid questionaires, with an effective recovery rate of 65.06%. The data was analyzed by descriptive statistics, independent sample t test, single factor anova, Pearson correlation analysis, structural equation modeling test, analysis of bootstrap mediation effect simulation, the main research conclusions are as follows: The current situation of identity leadership of principals, teachers’ professional learning community and organizational citizenship behavior are highly perceived; The perception of identity leadership of principals varies with the age, position and type of kindergartens; The perception of teachers’ professional learning community varies with the educational level, type and location of kindergartens; The perception of teachers’ organizational citizenship behavior varies with the educational level, age and service years; There exist positive correlations among identity leadership of principals, teachers’ professional learning community and organizational citizenship behavior; The structural relationship of the aboved three is validated, and teachers’ professional learning community plays as a partial mediation in this process.
According to the above findings, some suggestions are proposed: Principals should pay more attention to safeguard the interest of their staffs, improve relevant institutional situation, create conditions to encourage the organizational behavior fully demonstrated, promote effective connection among different groups in the kindergarten, integrate resources to enhance the common value of the members. The policy makers and implementers should strengthen the supervision and supportment of the private kindergarten and balance the development of kindergartens from different areas. Practicing the identity leadership, valuing the mediating role of teachers’ professional learning community, will definitely make a positive influence of organizational citizenship behavior in the kindergarten.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 10
第三節 重要名詞釋義 12
第四節 研究方法與流程 14
第五節 研究範圍與限制 16
第二章 文獻探討 19
第一節 園長認同領導之理論基礎、概念界定與相關構面 19
第二節 教師專業學習社群之理論基礎、概念界定與相關構面 29
第三節 教師組織公民行為之理論基礎、概念界定與相關構面 39
第四節 園長認同領導、教師專業學習社群與教師組織公民行為之相關研究 46
第三章 研究設計與實施 57
第一節 研究架構與結構模式 57
第二節 研究對象 61
第三節 研究工具 63
第四節 實施程序 66
第五節 資料的處理與分析 88
第四章 研究結果與討論 91
第一節 中國大陸幼兒園園長認同領導、教師專業學習社群與教師組織公民行為之現況分析 91
第二節 不同背景填答者知覺中國大陸幼兒園園長認同領導、教師專業學習社群與教師組織公民行為之差異情形 103
第三節 中國大陸幼兒園園長認同領導、教師專業學習社群與教師組織公民行為之相關情形 146
第四節 中國大陸幼兒園園長認同領導、教師專業學習社群與教師組織公民行為之結構模式 161
第五節 本章綜合討論 188
第五章 結論與建議 193
第一節 本研究之主要結論 193
第二節 本研究之相關建議 201
參考文獻 213
壹、中文文獻 213
貳、外文文獻 218
附錄 234
附錄一 專家效度問卷 234
附錄二 問卷工具專家效度修正意見對照表 249
附錄三 預試問卷 & 正式問卷 252

壹、中文文獻
丁一顧（2011）。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報，37，1-25。
丁一顧（2014）。教師專業學習社群之調查研究：「關注學生學習成效」為焦點。課程與教學，17(1)，209-232。
丁學勤（2016）。國小教師對學校組織公平、校長領導的認知與組織公民行為關係之研究——不同理論模式之比較。教育行政論壇，8(2)，95-122。
王天曉、李敏（2014）。教師共同體的特點及意義探析。教育理論與實踐，8，25-27。
王栴、顧洋（2015）。教師專業共同體構建研究。民族教育研究，1，65-70。
王小英、繳潤凱（2015）。基於《幼兒園園長專業標準》的園長培訓課程構建。學前教育研究，4，35-39。
中華人民共和國教育部（2018）。中國教育統計年鑑。取自：http://www.moe.gov.cn/jyb_xxgk/zdgk_sxml/sxml_zwgk/zwgk_jytj/。
李安明（2009）。發展「賦權當責」與「群眾外包」的教學領導團隊。教育研究月刊，181，29-41。
吳政達（2005）。心理契約、組織公平、組織信任與組織公民行為之關連性研究：以臺灣地區國民中小學學校組織為例（科技部專題研究成果報告編號：NSC94-2413-H-004-009）。臺北：科技部。
吳元芬（2013）。學習，合作，支持，共享——從語文社群談教師專業學習社群。師友月刊，552，55-59。
吳秀春（2014）。加強中小學教師專業學習社群運作有效作法之探討。臺灣教育評論月刊，3(9)，145-162。
吳和堂（2016）。教育論文寫作與實用技巧。臺北市：高等教育。
吳勁甫（2018）。校長正向領導、教師組織公民行為與學校效能關係之後設分析。教育科學期刊，17(2)，1-32。
吳清山、林天祐（2010）。教育e辭書。臺北市：高等教育。
吳明隆、塗金堂（2012）。SPSS與統計應用分析。臺北市：五南。
林鉦棽（2004）。休閒旅館業從業人員的組織公正，組織信任與組織公民行為關係：社會交換理論觀點的分析。中華管理學報，5(1)，91-112。
林瑞昌（2006）。以專業社群概念內涵為核心的教師專業發展策略。載於歐用生（主編），熱情卓越新典範（67-76頁）。臺北市：國立臺北教育大學。
林新發、黃秋鑾（2014）。推動校長教學領導以提升教師專業學習社群互動之策略。臺灣教育評論月刊，3(1)，46-58。
林思伶、蔡進雄（2005）。論凝聚教師學習社群的有效途徑。教育研究，132(4)，99-109。
孫國華（2008）。UNESCO對教師專業發展的啟示。師友，497，40-44。
孫志麟（2010）。專業學習社群：促進教師專業發展的平台。學校行政，69，138-158。
張曉峰（2016）。教師組織公民行為：一種建構性分析及未來研究建議。教育理論與實踐，25(36)，39-43。
張德銳、王淑珍（2010）。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41(1)，61-90。
張新仁、王瓊珠、馮莉雅、陳美丞、林淑華（2009）。中小學教師專業學習社群手冊。臺北市：教育部。
陳佩英（2009）。一起學習，一起領導：專業學習社群的建構與實踐。中等教育，60(3)，68-88。
陳俊瑋（2010）。國中教師集體效能感，教師自我效能感及教師組織公民行為關聯之研究：多層次中介效果之分析。當代教育研究季刊，18(2)，29-69。
陳勇、李森（2008）。從教學管理到教學領導：促進幼兒園教師專業發展的應然選擇。學前教育研究，6，18-21。
陳棟樑、黃明一、周瓊瑤（2017）。臺中市教師專業學習社群與教師專業發展之研究。管理資訊計算，6(1)，34-43。
黃光國（1988）。中國人的權力遊戲。臺北市：巨流。
曾小麗（2016）。批判與超越：教師共同體概念的再探析——基於生態哲學的視角。當代教育科學，2，34-37。
黃建翔、吳清山（2013）。提升教師專業學習社群之可行策略研究：資料導向決定觀點。教育研究學報，47(1)，39-58。
湯家偉、秦夢群、吳政達（2017）。國民中學教師組織公民行為前置因素的再檢視。教育政策論壇，20(2)，113-149。
楊炎軒（2012）。教師道德行為與道德成長：組織公民行為理論的視角。教育發展研究，24，42-47。
楊慶麟（2019）。國民小學校長完全領導、分布式領導、教師組織公民行為與教師創新教學關係之研究。學校行政，119，1-30。
劉鎮寧（2016）。國民小學校長領導行為，教師學習動機與其專業表現關係之研究。臺北市立大學學報，47(1)，1-22。
劉焱、潘月娟、曾陽煊、何夢燚（2008）。幼兒園教師專業自主權的現狀與影響因素的初步研究。教師教育研究，20(4)，61-66。
潘慧玲、張素貞、沈靜濤（2013）。專業學習社群在教師專業發展評鑑中介下的發展：一所國中個案研究。教育研究與發展期刊，9(2)，145-174。
蕭文智（2015）。校長正向領導對學生創新表現影響之研究——以教師組織公民行為為中介變項。學校行政，97，1-21。
蕭佳純、崔念祖（2011）。國民小學教師組織公民行為與學校創新經營關係之研究——以學習型學校為調節變項。嘉大教育研究學刊，27，81-112。
謝傳崇、王瓊滿（2011）。國民小學校長分布式領導、教師組織公民行為對學生學習表現影響之研究。新竹教育大學學報，27(1)，35-66。
謝傳崇、楊絮捷（2013）。國民小學校長情緒智慧領導能力、教師組織公民行為與組織創新氣氛關係之研究。教育政策論壇，16(4)，99-133。
謝傳崇、李孟雪（2017）。國民小學校長翻轉領導、教師專業學習 社群與教師教學創新關係之研究。教育政策論壇，20(2)，151－184。
顏國樑（2016）。以教師專業學習社群帶動教師專業成長的浪潮。師友月刊，588，14-18。
羅麗、洪秀敏（2012）。園長領導力的現狀調查與分析。幼兒教育（教育科學），7，25-28。
貳、外文文獻
Andersen, S. M., & Chen, S. (2002). The relational self: an interpersonal social-cognitive theory. Psychological Review, 109(4), 619.
Alanoğlu, M., & Demirtaş, Z. (2016). The relationships between organizational learning level, school effectiveness and organizational citizenship behavior. Journal of Education and Training Studies, 4(4), 35-44.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411.
Abrams, D., & Hogg, M. A. (1988). Comments on the motivational status of self‐esteem in social identity and intergroup discrimination. European Journal of Social Psychology, 18(4), 317-334.
Ashforth, B. E., Harrison, S. H., & Corley, K. G. (2008). Identification in organizations: An examination of four fundamental questions. Journal of Management, 34(3), 325-374.
Ashforth, B. E., & Mael, F. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20-39.
Blau, P. (1964). Power and exchange in social life. New York: John Wiley & Sons.
Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316.
Brickson, S. (2000). The impact of identity orientation on individual and organizational outcomes in demographically diverse settings. Academy of Management Review, 25(1), 82-101.
Bergami, M., & Bagozzi, R. P. (2000). Self‐categorization, affective commitment and group self‐esteem as distinct aspects of social identity in the organization. British Journal of Social Psychology, 39(4), 555-577.
Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, R. J. (2012). Communities of practice in the school workplace. Journal of Educational Administration, 50(3), 346-364.
Battistelli A., Galletta M., Vandenberghe C. & Odoardi C. (2016) Perceived organisational support, organisational commitment and self-competence among nurses: a study in two Italian hospitals. Journal of Nursing Management 24(1), 44–53.
Barreto, N. B., & Hogg, M. A. (2017). Evaluation of and support for group prototypical leaders: A meta-analysis of twenty years of empirical research. Social Influence, 12(1), 41-55.
Bateman, T. S., & Organ, D. W. (1983). Job satisfaction and the good soldier: The relationship between affect and employee “citizenship”. Academy of Management Journal, 26(4), 587-595.
Bhattacharya, C. B., & Sen, S. (2003). Consumer–company identification: A framework for understanding consumers’ relationships with companies. Journal of Marketing, 67(2), 76-88.
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277-289.
Bartel, C. A., & Wiesenfeld, B. M. (2013). The social negotiation of group prototype ambiguity in dynamic organizational contexts. Academy of Management Review, 38(4), 503-524.
Cohen, R. A. (1986). Poetique du possible. Review of Metaphysics, 40(2), 382-384.
Confrey, J. (1995). A theory of intellectual development. For the Learning of Mathematics, 15(1), 38-48.
Croasmun, J. (2007). The impact of a professional learning community on student achievement gains: A case study. The University of North Carolina at Chapel Hill.
Coleman, V. I., & Borman, W. C. (2000). Investigating the underlying structure of the citizenship performance domain. Human Resource Management Review, 10(1), 25-44.
Colquitt, & Jason. (2015). Organizational behavior : improving performance and commitment in the workplace / Fourth edition. McGraw-Hill Education.
Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis (second edition). Hillsdale, NJ: Lawrence Erlbaum.
Colquitt, J., Lepine, J. A., Wesson, M. J., & Gellatly, I. R. (2011). Organizational behavior: Improving performance and commitment in the workplace. New York, NY: McGraw-Hill Irwin.
Christensen, R. K., S. W. Whiting, T. Im, E. Rho, J. M. Stritch and J. Park (2013). Public service motivation, task and non- task behaviour: a performance appraisal experiment with Korean MPA and MBA students. International Public Management Journal, 16, 28–52.
Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.
Day, C. (1997). In-service teacher education in Europe: Conditions and themes for development in the 21st century. British Journal of In-service Education, 23(1), 39-54.
Dufour, R. (2011). Professional learning communities at work. Professional Learning & Leadership, 16(5), 862-864.
Dagli, A., & Averbek, E. (2017). The relationship between the organizational alienation and the organizational citizenship behaviors of primary school teachers. Universal Journal of Educational Research, 5(10), 1707-1717.
D'Ardenne, C., Barnes, D. G., Hightower, E. S., Lamason, P. R., Mason, M., Patterson, P. C., ... & Erickson, K. A. (2013). PLC s in Action: Innovative teaching for struggling grade 3-5 readers. The Reading Teacher, 67(2), 143-151.
DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Dávila de León, C., & Jiménez García, G. (2014). Sentido de pertenencia y compromiso organizacional: predicción del bienestar. Revista de Psicología (PUCP), 32(2), 271-302.
Deaux, K., & Martin, D. (2003). Interpersonal networks and social categories: Specifying levels of context in identity processes. Social Psychology Quarterly, 66(2), 101.
Datnow, A., & Park, V. (2018). Professional collaboration with purpose: Teacher learning towards equitable and excellent schools. London, England: Routledge.
Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6), 941-958.
Desimone, L. M., Smith, T., & Philips, K. (2013). Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in title I schools. Teachers College Record, 115(5), 1e46.
Dipaola, M., & Tschannen-Moran, M. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11(5), 424-447.
Edwards, M. R. (2005). Organizational identification: A conceptual and operational review. International Journal of Management Reviews, 7(4), 207-230.
Ellemers, N. (2012). The group self. Science, 336(6083), 848-852.
Ellemers, N., De Gilder, D., & Haslam, S. A. (2004). Motivating individuals and groups at work: A social identity perspective on leadership and group performance. Academy of Management Review, 29(3), 459-478.
Ellemers, N., Kortekaas, P., & Ouwerkerk, J. W. (1999). Self‐categorisation, commitment to the group and group self‐esteem as related but distinct aspects of social identity. European Journal of Social Psychology, 29(2‐3), 371-389.
Furman, & G., C. . (1998). Postmodernism and community in schools: unraveling the paradox. Educational Administration Quarterly, 34(3), 298-328.
Forsyth, P. B., Adams, C. M., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York: Teachers College.
Farh, J. L., Earley, P. C., & Lin, S. C. (1997). Impetus for action: A cultural analysis of justice and organizational citizenship behavior in Chinese society. Administrative Science Quarterly, 421-444.
Fehr, R., & Gelfand, M. J. (2010). When apologies work: How matching apology components to victims’ self-construals facilitates forgiveness. Organizational Behavior and Human Decision Processes, 113(1), 37-50.
Graham, J. W. (1986). Principled organizational dissent: A theoretical essay. Research in Organizational Behavior, 8, 1-52.
George, B. (2016). The massive difference between negative and positive leadership. Retriedved from https://fortune.com/2016/03/21/negative-positive-leadership-politics-ford-alan-mulally/
Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.
Gilmore, P. L., X. Hu, F. Wei, L. E. Tetrick and S. J. Zaccaro (2013). Positive affectivity neutralizes transformational leadership’s influence on creative performance and organi- zational citizenship behaviours. Journal of Organizational Behaviour, 34, 1061–1075.
Gardner, W. L., Lowe, K. B., Moss, T. W., Mahoney, K. T., & Cogliser, C. C. (2010). Scholarly leadership of the study of leadership: A review of The Leadership Quarterly's second decade, 2000–2009. The Leadership Quarterly, 21(6), 922-958.
Homans, G. C. (1961). Social behavior: its elementary forms. Revue Française De Sociologie, 3(4), 479-502.
Hogg, M. A. (2001). A social identity theory of leadership. Personality and Social Psychology Review, 5(3), 184-200.
Hord, S. M. (Ed.). (2004). Learning together, leading together: Changing schools through professional learning communities. New York: Teachers College Press.
Hord, S. M. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40-43.
Ham, S. H. (2016). Whose perception of principal instructional leadership? principal-teacher perceptual (dis)agreement and its influence on teacher collaboration. Asia Pacific Journal of Education, 36(3), 1-20.
Hogg, M. A., & Adelman, J. (2013). Uncertainty–identity theory: Extreme groups, radical behavior, and authoritarian leadership. Journal of Social Issues, 69(3), 436-454.
Holmvall, C. M., & Bobocel, D. R. (2008). What fair procedures say about me: Self-construals and reactions to procedural fairness. Organizational Behavior and Human Decision Processes, 105(2), 147-168.
Hipp, K. K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173-195.
House, R., Javidan, M., & Dorfman, P. (2001). Project GLOBE: An introduction. Applied Psychology, 50(4), 489-505.
Hindin, A., Morocco, C. C., Mott, E. A., & Aguilar, C. M. (2007). More than just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: Theory and Practice, 13(4), 349-376.
He, H. W., Pham, H. Q., Baruch, Y., & Zhu, W. C. (2014). Perceived organizational support and organizational identification: Joint moderating effects of employee exchange ideology and employee investment. The International Journal of Human Resource Management, 25(20), 2772-2795.
Haslam, S. A., Reicher, S. D., & Platow, M. J. (2011). The new psychology of leadership: Identity, influence and power. London & New York: Psychology Press.
Hord, S. M., & Sommers, W. A. (Eds.). (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
Hargreaves, A. and D. Shirley(2012), The Global Fourth Way: The Quest for Educational Excellence, Crown Press, Thousand Oaks, CA.
Hogg, M. A., & Turner, J. C. (1987). Social identity and conformity: A theory of referent informational influence. Current Issues in European Social Psychology, 2, 139-182.
Johnson, R. W. (2010). An introduction to the bootstrap. Teaching Statistics, 23(2), 49-54.
Jones, M. G., Gardner, G. E., Robertson, L., & Robert, S. (2013). Science professional learning communities: Beyond a singular view of teacher professional development. International Journal of Science Education, 35(10), 1756-1774.
Jurado, K., Ludvigson, S. C., & Ng, S. (2015). Measuring uncertainty. American Economic Review, 105(3), 1177-1216.
Jenkins, & Nicholas. (2014). Dementia and the inter-embodied self. Social Theory & Health, 12(2), 125-137.
Katz, D. (1964). The motivational basis of organizational behavior. Behavioral Science, 9(2), 131-146.
Kaplan, D. (2008). Structural equation modeling: Foundations and extensions. Los Angeles, CA: Sage Publications.
Khasawneh, S. (2011). Human capital planning in higher education institutions: A strategic human resource development initiative in Jordan. International Journal of Educational Management, 25(6), 534-544.
Kramer, S. V. (2015). How to leverage plcs for school improvement. Bloomington, IN: Solution Tree.
Koivisto, S., Lipponen, J., & Platow, M. J. (2013). Organizational and supervisory justice effects on experienced threat during change: The moderating role of leader in-group representativeness. The Leadership Quarterly, 24(4), 595–607.
Kim, H. J., Miller, H. R., Herbert, B., Pedersen, S., & Loving, C. (2012). Using a wiki in a scientist-teacher professional learning community: Impact on teacher perception changes. Journal of Science Education and Technology, 21(4), 440-452.
Kim, J., & Park, H. S. (2011). The effect of uniform virtual appearance on conformity intention: Social identity model of deindividuation effects and optimal distinctiveness theory. Computers in Human Behavior, 27(3), 1223-1230.
Kark, R., Shamir, B., & Chen, G. (2003). The two faces of transformational leadership: Empowerment and dependency. Journal of Applied Psychology, 88(2), 246.
Lord, R. G., Brown, D. J., & Freiberg, S. J. (1999). Understanding the dynamics of leadership: The role of follower self-concepts in the leader/follower relationship. Organizational Behavior and Human Decision Processes, 78(3), 167-203.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.
Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103-126.
Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757-798.
Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2011). Learning communities: The starting point for professional learning is in schools and classrooms. The Learning Professional, 32(4), 16.
Lee, E. S., Park, T. Y., & Koo, B. (2015). Identifying organizational identification as a basis for attitudes and behaviors: A meta-analytic review. Psychological Bulletin, 141(5), 1049.
Moorman, R. H., & Blakely, G. L. (1995). Individualism‐collectivism as an individual difference predictor of organizational citizenship behavior. Journal of Organizational Behavior, 16(2), 127-142.
Mcmillan, D. W., & Chavis, D. M. (1986). Sense of community: a definition and theory. Journal of Community Psychology, 14(1), 6-23.
McNeely, B. L., & Meglino, B. M. (1994). The role of dispositional and situational antecedents in prosocial organizational behavior: An examination of the intended beneficiaries of prosocial behavior. Journal of Applied Psychology, 79(6), 836.
Mathieu, J. E., & Zajac, D. M. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108(2), 171.
National Association of Elementary School Principals. (2012). Leading learning communities. Retrieved from http://www.naesp.org/leading-learning-communities
Nelson, T. H., & Slavit, D. (2007). Collaborative inquiry among science and mathematics teachers in the USA: professional learning experiences through cross‐grade, cross‐discipline dialogue. Journal of In‐service Education, 33(1), 23-39.
Organ, D. W. (1988). A restatement of the satisfaction-performance hypothesis. Journal of Management, 14(4), 547-557.
Oplatka, I. (2006). Going beyond role expectations: Toward an understanding of the determinants and components of teacher organizational citizenship behavior. Educational Administration Quarterly, 42(3), 385-423.
Podsakoff, P. M., Ahearne, M., & MacKenzie, S. B. (1997). Organizational citizenship behavior and the quantity and quality of work group performance. Journal of Applied Psychology, 82(2), 262.
Peters, K., Haslam, S. A., Ryan, M. K., & Fonseca, M. (2013). Working with subgroup identities to build organizational identification and support for organizational strategy: A test of the ASPIRe model. Group and Organization Management, 38(1), 128-144.
Platow, M. J., Haslam, S. A., Reicher, S. D., & Steffens, N. K. (2015). There is no leadership if no-one follows: Why leadership is necessarily a group process. International Coaching Psychology Review, 10(1), 20-37.
Postmes, T., Haslam, S. A., & Swab, R. I. (2005). Social influence in small groups: An interactive model of social identity formation. European Review of Social Psychology, 16(1), 1-42.
Podsakoff, P. M., & MacKenzie, S. B. (1994). An examination of the psychometric properties and nomological validity of some revised and reduced substitutes for leadership scales. Journal of Applied Psychology, 79(5), 702.
Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26(3), 513-563.
Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers’ professional agency and learning–from adaption to active modification in the teacher community. Teachers and Teaching, 21(7), 811-830.
Robbins, S. P. (2001). Organisational behaviour: Global and Southern African perspectives. Cape Town, South Africa: Pearson Education.
Rotenbery, P. F. (2007). Assessing the impact of job involvement on performance. Management Research News, 30(4), 203-215.
Rink, F., & Ellemers, N. (2007). Diversity as a basis for shared organizational identity: The norm congruity principle. British Journal of Management, 18, S17-S27.
Reicher, S., Haslam, S. A., & Hopkins, N. (2005). Social identity and the dynamics of leadership: Leaders and followers as collaborative agents in the transformation of social reality. The Leadership Quarterly, 16(4), 547-568.
Rempel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. Journal of Personality and Social Psychology, 49(1), 95.
Robinson, S. L., & Morrison, E. W. (1995). Psychological contracts and OCB: The effect of unfulfilled obligations on civic virtue behavior. Journal of Organizational Behavior, 16(3), 289-298.
Sloat, K. C. (1999). Organizational citizenship. Professional Safety, 44(4), 20.
Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35(1), 63-77.
Shober, A. F. (2012). Governors make the grade: Growing gubernatorial influence in state education policy. Peabody Journal of Education, 87(5), 559-575.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. rue Andre Pascal, F- 75775 Paris Cedex 16, France: OECD Publishing. 2.
Senge, P. M. (2014). The fifth discipline fieldbook: Strategies and tools for building a learning organization. Danvers, MA: Crown Business.
Sluss, D. M., & Ashforth, B. E. (2007). Relational identity and identification: Defining ourselves through work relationships. Academy of Management Review, 32(1), 9-32.
Sluss, D. M., & Ashforth, B. E. (2008). How relational and organizational identification converge: Processes and conditions. Organization Science, 19(6), 807-823.
Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38(4), 555-577.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological Methods, 7(4), 422.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
Stoll, L., Brown, C., Spence-Thomas, K., & Taylor, C. (2015). Perspectives on teacher leadership for evidence-informed improvement in England. Leading and Managing, 21(2), 75.
Steffens, N. K., Haslam, S. A., Kerschreiter, R., Schuh, S. C., & van Dick, R. (2014). Leaders enhance group members' work engagement and reduce their burnout by crafting social identity. German Journal of Human Resource Management, 28(1-2), 173-194.
Steffens, N. K., Haslam, S. A., Reicher, S. D., Platow, M. J., Fransen, K., Yang, J., ... & Boen, F. (2014). Leadership as social identity management: Introducing the Identity Leadership Inventory (ILI) to assess and validate a four-dimensional model. The Leadership Quarterly, 25(5), 1001-1024.
Somech, A., & Khotaba, S. (2017). An integrative model for understanding team organizational citizenship behavior: Its antecedents and consequences for educational teams. Journal of Educational Administration, 55(6), 671-685.
Sun, J., & Leithwood, K. (2017). Calculating the power of alternative choices by school leaders for improving student achievement. School Leadership & Management, 37(1-2), 80-93.
Steffens, N. K., Mols, F., Haslam, S. A., & Okimoto, T. G. (2016). True to what We stand for: Championing collective interests as a path to authentic leadership. The Leadership Quarterly, 27, 726–744.
Smith, C. A., Organ, D. W., & Near, J. P. (1983). Organizational citizenship behavior: Its nature and antecedents. Journal of Applied Psychology, 68(4), 653.
Sluss, D. M., Ployhart, R. E., Cobb, M. G., & Ashforth, B. E. (2012). Generalizing newcomers' relational and organizational identifications: Processes and prototypicality. Academy of Management Journal, 55(4), 949-975.
Somech, A., & Ron, I. (2007). Promoting organizational citizenship behavior in schools: The impact of individual and organizational characteristics. Educational Administration Quarterly, 43(1), 38-66.
Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.
Schultz, D. P., & Schultz, S. E. (2015). A history of modern psychology. Boston, MA: Cengage Learning.
Tajfel, H. (1974). Social identity and intergroup behaviour. Information (International Social Science Council), 13(2), 65-93.
Tajfel, H. (1981). Human groups and social categories: Studies in social psychology. England, UK: CUP Archive.
Turner, J. C. (1985). Social categorization and the self-concept: A cognitive theory of group behaviour. In E. J. Lawler (Ed.), Advances in Group Processes (pp. 77–122). San Jose, CA: JAI Press.
Turner, J. C. (1991). Social influence. Milton Keynes, United Kingdom: Open University Press.
Thomas, E. F., Amiot, C. E., Louis, W. R., & Goddard, A. (2017). Collective self-determination: How the agent of help promotes pride, well-being, and support for intergroup helping. Personality and Social Psychology Bulletin, 43(5), 662-677.
Tang, C., Chin, J. M., & Wu, C. (2017). Revisiting the antecedents of junior high school teachers’ organizational citizenship behavior. Educational Policy Forum, 20(2), 113-149.
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Cambridge, MA, US: Basil Blackwell.
Turner, J. R., & Müller, R. (2005). The project manager's leadership style as a success factor on projects: A literature review. Project Management Journal, 36(2), 49-61.
Tajfel, H., Turner, J. C., Austin, W. G., & Worchel, S. (1979). An integrative theory of intergroup conflict. Organizational identity: A reader, 4, 56-65.
Uzun, T. (2018). A study of correlations between perceived supervisor support, organizational identification, organizational citizenship behavior, and burnout at schools. European Journal of Educational Research, 7(3), 501-511.
Van Knippenberg, D. (2011). Embodying who we are: Leader group prototypicality and leadership effectiveness. The Leadership Quarterly, 22(6), 1078-1091.
Van Knippenberg, D., & Hogg, M. A. (2018). Social identifications in organizational behavior. The self at work: Fundamental theory and research, 4, 72-90.
Van Dyne, L., Graham, J. W., & Dienesch, R. M. (1994). Organizational citizenship behavior: Construct redefinition, measurement, and validation. Academy of Management Journal, 37(4), 765-802.
Verdugo, R. R., Greenberg, N. M., Henderson, R. D., Uribe Jr, O., & Schneider, J. M. (1997). School governance regimes and teachers' job satisfaction: Bureaucracy, legitimacy, and community. Educational Administration Quarterly, 33(1), 38-66.
Van Dick, R., Lemoine, J. E., Steffens, N. K., Kerschreiter, R., Akfirat, S. A., Avanzi, L., ... & González, R. (2018). Identity leadership going global: Validation of the Identity Leadership Inventory across 20 countries. Journal of Occupational and Organizational Psychology, 91(4), 697-728.
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.
Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1-19.
Wagner, S. L., & Rush, M. C. (2000). Altruistic organizational citizenship behavior: Context, disposition, and age. The Journal of Social Psychology, 140(3), 379-391.
Zeinabadi, H. (2010). Job satisfaction and organizational commitment as antecedents of organizational citizenship behavior (OCB) of teachers. Procedia Social and Behavioral Sciences, 5, 998-1003.
Zehnder, C., Herz, H., & Bonardi, J. P. (2017). A productive clash of cultures: Injecting economics into leadership research. The Leadership Quarterly, 28(1), 65-85.
Zhang, J., Song, L. J., Wang, Y., & Liu, G. (2018). How authentic leadership influences employee proactivity: The sequential mediating effects of psychological empowerment and core self- evaluations and the moderating role of employee political skill. Frontiers of Business Research in China, 12, 5.