| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 103 === The main purpose of this study is to explore the current status among self-efficacy, professional identity and organizational citizenship behavior of substitute teachers in the elementary schools. Then analysis whether there are differences in self-efficacy and organizational citizenship behavior of different background variables substitute teachers; as well as to explore the impact of self-efficacy and organizational citizenship behavior. Furthermore, the study is to explore the effectiveness of the professional identity as a moderator between self-efficacy and organizational citizenship behavior. Finally, make specific recommendations for substitute teachers in the elementary schools.
Questionnaire survey was used in this study. The framework and questionnaire of study were formed from literature review. The objects of this study were stratified sampled from substitute teachers at the elementary schools in New Taipei City. 620 substitute teachers were conducted in the questionnaire and 541 questionnaires were received. Based on data analysis, the results were as follows:
1. The substitute teachers’ self-efficacy is at middle-up level, and teachers have higher perception on “general teaching efficacy.”
2. The substitute teachers’ professional identity is at high level, and teachers have higher consciousness on “professional knowledge.”
3. The substitute teachers’ organizational citizenship behavior are at middle-up level, and teachers have higher perception on “loyal to the duty.”
4. There were significant differences in substitute teachers’ self-efficacy in terms of gender, length of service and school size.
5. There were significant differences in substitute teachers’ organizational citizenship behavior in terms of gender, age, position and school size.
6. There was a moderate-positive correlation between substitute teachers’ self-efficacy and organizational citizenship behavior.
7. The substitute teachers’ self-efficacy can predict organizational citizenship behavior with “personal teaching efficacy” as the highest predict power.
8. The substitute teachers’ professional identity have a positive moderating effect between self-efficacy and organizational citizenship behavior.
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