Christ Oliver, van Dick Rolf, Wagner Ulrich, Stellmacher Jost
Faculty of Psychology, Philipps-University of Marburg, Germany.
Br J Educ Psychol. 2003 Sep;73(Pt 3):329-41. doi: 10.1348/000709903322275867.
Psychological variables should play an important role in determining teachers' involvement in behaviours not directly or formally forced by contracts. Organisational identification as proposed from the Social Identity Approach is examined as a possible determinant of organisational citizenship behaviour (OCB) among schoolteachers.
The aim of the present study was to explore the relationships between different foci of organisational identification and different forms of OCB in schools.
Data sets of altogether 447 German school teachers who filled in all relevant items in a cross-sectional questionnaire are used for analyses in the present study.
Standardised questionnaires measuring organisational identification and OCB were administered.
Exploratory and confirmatory factor analyses revealed the proposed foci of identification (i.e., career identification, team identification, and organisational identification), as well as different forms of OCB (i.e., OCB towards the own qualification, towards the team, and towards the organisation). Structural equation modelling supports the main hypothesis that foci of identification relate differentially to forms of OCB.
The results emphasise the importance of organisational identification as a determinant of OCB in schools. Practical implications are discussed.
心理变量在决定教师参与非合同直接或正式强制行为方面应发挥重要作用。从社会认同理论提出的组织认同被视为学校教师组织公民行为（OCB）的一个可能决定因素进行研究。
本研究旨在探讨学校中不同焦点的组织认同与不同形式的组织公民行为之间的关系。
本研究分析使用了447名德国学校教师的数据集，这些教师在横断面问卷中填写了所有相关项目。
采用标准化问卷测量组织认同和组织公民行为。
探索性和验证性因素分析揭示了所提出的认同焦点（即职业认同、团队认同和组织认同）以及不同形式的组织公民行为（即对自身资质的组织公民行为、对团队的组织公民行为和对组织的组织公民行为）。结构方程模型支持主要假设，即认同焦点与组织公民行为形式存在不同关联。
研究结果强调了组织认同作为学校组织公民行为决定因素的重要性。并讨论了实际意义。
