赋能学校科层制对中小学教师组织公民行为的影响:工作自主性和组织认同的链式中介作用OA北大核心CSTPCD

Teachers'organizational citizenship behavior is the key to energizing the school and keeping it running smoothly.Based on empowerment theory and social identity theory,this study empirically investigates the relationship between enabling school bureaucracy and teachers'organizational citizenship behavior,revealing the role of job autonomy and organizational i-dentification as mediators.The structural equation model is developed to assess the data from a questionnaire survey of 658 primary and secondary school teachers.The results find that the enabling school bureaucracy has a significant positive pre-dictive effect on the organizational citizenship behavior of primary and secondary teachers.Job autonomy and organizational identification have a separate mediating effect as well as a chain mediating effect between enabling school bureaucracy and organizational citizenship behavior of primary and secondary teachers.Thus,in order to promote primary and secondary school teachers'organizational citizenship behavior,it is important to establish the enabling school bureaucracy,to respect and enhance teachers'work autonomy and stimulate teachers'work autonomy,and to create a trusting and cooperative school culture,which enhances teachers'organizational identification.