摘要
本研究主要探討臺北市、上海市與香港國民小學教育人員之教師組織公民行為，目的在了解該三個城市教師組織公民行為現況及透過不同背景變項，探究臺北市、上海市與香港國民小學教育人員教師組織公民行為展現之差異情形。研究方法採用問卷調查法，研究對象為臺北市、上海市與香港之國民小學教育人員，臺北市合計發出300份問卷，回收216份，回收率72%，上海市合計發出1705份問卷，回收451份，回收率26.45%，香港發出816份問卷，回收308份，回收率37.75%，臺北市有效問卷180份，上海市有效問卷420份，香港有效問卷251份。整理、分類回收的問卷後，則以描述性統計、獨立樣本t檢定、單因子變異數分析等方法，進行統計分析。
依據研究結果，再經由分析比較及歸納，結論如下：一、教師組織公民行為整體現況屬高程度表現，其中上海市與香港的教師組織公民行為現況屬高程度，臺北市的教師組織公民行為現況屬中高程度。二、上海市整體及各層面教師組織公民行為表現最佳，且顯著優於香港及臺北市。三、上海市於利學校行為、利他人行為、工作投入與奉獻層面之各題項均顯著優於香港及臺北市。四、上海市大學學歷、學校規模13-48班與49班以上教育人員之教師組織公民行為得分較高且有顯著差異；香港教師兼組長之教師組織公民行為得分較高且有顯著差異；臺北市學校的規模於12班以下，教育人員之教師組織公民行為得分較高且有顯著差異。
本研究對教育行政機關之建議為：一、推動教師獎勵制度，強化教師組織認同感，二、建立教師進級制度，激勵教師專業成長；對師培大學之建議為：一、規劃研究所合作課程，深化教師無私奉獻精神，二、舉辦返校輔導座談會，協助師資生建立優質教師工作態度；對學校行政單位之建議為：一、廣邀教師積極參與學校決策，建立學校共同願景，二、鼓勵教師行銷宣傳學校優勢，提升教師利學校行為；對教師之建議為：一、肯定教師無私奉獻精神，積極提升組織公民行為，二、激勵教師持續增能，凝聚同儕教師互助精神。

Abstract
The study aimed to investigate teachers' organizational citizenship behavior of elementary schools in Taipei, Shanghai, and Hong Kong. The purpose of research was understanding the current status of teachers' organizational citizenship behavior and through different background variables to explore what’s different in the three cities. The research method was used by questionnaire survey. The survey participants included the principals and teachers of elementary school in Taipei, Shanghai, and Hong Kong. We have issued in total of 300 samples in Taipei City, 216 returned, the response rate were at 72%. Shan-Hai has issued in total of 1705 samples, 451 returned with 26.45% response rate. Hong Kong has issued in total of 861, 308 returned with a rate at 37.7%. For valid questionnaires, there were 180 for Taipei City, 420 for Shan-Hai City, and 251 for Hong Kong. After sorting all the samples, we used a few ways to statistic and analysis the samples such as a descriptive way, Independent-Sample t test, and ANOVA, etc.
According to the research result in Chapter 4, via comparison and induction analysis, we have conclusion as below: First, the current situation on teachers’ organizational citizenship behavior is that the teachers are stated to have high educated background, such as the teachers from Shan-Hai and Hong Kong; for teachers in Taipei are stated in the mid-high educated range. The perceptual level among these three cities, in favors of others is the highest, and the lowest, on the other hand, is in school benefit. Second, overall on teachers’ organizational citizenship behavior, Shan-Hai has the most significant performance comparing to the other two cities. Hong Kong and Taipei may not see obvious differences in benefits of others, job involvement and dedication; however, Hong Kong has slightly higher scores than Taipei. Third, in all kind of visions on either school benefit, in favor of others, job involvement and dedication, Shan-Hai has obviously outscored the other two cities. We may not see any major differences between Hong Kong and Taipei, but the result shows that Hong Kong is somehow a little bit higher. Fourth, university degree of educators, school size 13-48 classes and 49 classes or above of teachers' organizational citizenship behavior scores were high and there were significant differences in Shanghai; teachers and team leaders' organizational citizenship behavior scores were high and significant differences in Hong Kong; the scores of teachers' organizational citizenship behaviors of educators with a class size of less than 12 classes were higher and had significant differences in Taipei.
Recommendations for educational administration are as follows: 1. Promote teachers' awarding system to strengthen the organizational commitment among teachers. 2. Establish an upgrade system in teachers' professional fields in order to encourage teachers to advance their professional skills. Recommendations for universities with teacher education: 1. Planning collaboration programs for graduate schools with devotion and dedication. 2. Hosting counseling meetings for homecomings, this could help set up an attitude of being a good teacher for students. Recommendations for schools' administrative department: 1. Invite teachers to participate in schools' decisions to establish to work up a shared vision. 2. Encourage teachers to promote the advantages of the schools in order to advance the behavior of school benefit. Recommendations for teachers: 1. Give credit to teachers who try to improve organizational citizenship behavior with devotion and dedication. 2. Encourage teachers to improve their skills and gel co-work teachers to help one another.

Keyword：citizenship behavior, organizational citizenship behavior, teachers' organizational citizenship behavior, advantageous behavior for the school, altruistic behavior, work hard and sacrificed

目次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 4
第三節 名詞釋義 5
第四節 研究方法與步驟 5
第五節 研究範圍與限制 6
第二章 文獻探討 7
第一節 教師組織公民行為之發展與理論 7
第二節 教師組織公民行為之意涵 17
第三節 教師組織公民行為之相關研究 22
第三章 研究設計與實施 35
第一節 研究架構 35
第二節 研究對象 37
第三節 研究工具 40
第四節 實施程序 41
第五節 資料處理 42
第四章 研究結果分析與討論 45
第一節 教師組織公民行為的現況分析與討論 45
第二節 不同層面與題項之教師組織公民行為差異情形 50
第三節 不同背景變項的國民小學教育人員知覺教師組織公民行為之差異情形 58
第五章 結論與建議 77
第一節 結論 77
第二節 建議 79
參考文獻 83
壹、中文部分 83
貳、英文部分 87
附錄 92
附錄一 臺北市國民小學教師組織公民行為之研究調查問卷 92
附錄二 上海市国民小学教师组织公民行为之研究调查问卷 94
附錄三 香港國民小學教師組織公民行為之研究調查問卷 96
附錄四 問卷授權書 98
 

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