利他动机对中小学教师知识共享的影响——组织认同和组织支持感的调节作用

为探讨利他动机、组织认同和组织支持感对知识共享的影响,选取北京市不同学区的20所中小学校的教师进行问卷调查,使用利他行为问卷、组织认同问卷、组织支持感问卷和知识共享问卷获得有效数据1342份。结果发现：（1）中小学教师的利他动机对其知识共享具有显著的正向预测作用;（2）组织认同在中小学教师利他动机与知识共享之间起到调节作用;（3）组织支持感对中小学教师利他动机与组织认同对知识共享的交互效应具有高阶调节作用。本研究检验了个体因素（利他动机）与组织因素（组织认同、组织支持感）变量对知识共享的共同作用,对提升中小学教师知识共享具有一定的指导作用。     

Work-family Conflict,Work-family Culture,and Organizational Citizenship Behavior Among Teachers

Two hundred three teachers completed measures of work-family culture, work-family conflict, organizational commitment, job satisfaction, and organizational citizenship behavior (OCB). Pearson correlations indicated that OCB was related negatively to work-family conflict, and positively to work-family culture, job satisfaction, and organizational commitment. Hierarchical regression analyses indicated that work-family culture predicts work-family conflict, and that various forms of work-family conflict predict OCB. Analyses also showed that work-family culture predicts both organizational commitment and OCB, and that organizational commitment does not mediate the relationship between work-family culture and OCB. The findings support the importance for schools to foster a positive work-family culture.