本研究旨在透過學校組織信任影響因素研究，瞭解學校教師對學校組織信任影響因素之知覺狀況，及探討不同背景變項在學校組織信任影響因素所呈現的差異情形。採用文獻分析及問卷調查法，針對台北縣市公立國民中小學教師進行調查，共發出460份問卷，有效問卷395份。研究工具為「學校組織信任影響因素問卷」，以SPSS for Windows 13.0為資料分析工具，對問卷所得結果進行信效度分析、描述統計、t考驗、單因子變異數分析進行資料處理與分析。
    從而得到本研究之研究結論為：

一、影響國民中小學教師學校組織信任程度的因素，有個人、關係、組織三個因素，其中又分為自我效能、個人才能、信任傾向、垂直關係、水平關係、外部工作特徵、內部工作特徵七個向度。

二、國民中小學教師在學校組織信任影響因素的知覺，介於中等至中等偏高之間，其中又以自我效能影響程度知覺最高。

三、教師背景變項在學校組織信任影響因素之差異顯著性，隨著變項組別與影響因素向度組合而不同：

(一)在「水平關係」因素向度上，對國中小女性教師的影響程度高於男性教師。
(二)在「垂直關係」、「外部工作特徵」、「內部工作特徵」、「自我效能」、「個人才能」因素向度上，對34-40 歲與41-50 歲的國中小教師，影響高於22-28 歲的教師。
(三)在「水平關係」與「外部工作特徵」因素向度上，對研究所以上學歷的國中小教師，影響高於學分班結業與大學畢業的教師。
(四)在「垂直關係」、「外部工作特徵」、「內部工作特徵」與「自我效能」因素向度上，對服務11-20 年的國中小教師，影響高於5 年以下的教師。
(五)在「垂直關係」、「外部工作特徵」、「內部工作特徵」因素向度上，對現任學校年資達6-10 年的國中小教師，影響高於5 年以下的教師；在「個人才能」向度上，對21-25 年的教師，影響高於5 年以下的教師。
(六)在「垂直關係」、「外部工作特徵」與「內部工作特徵」因素向度上，對目前兼任主任的國中小教師，影響高於一般教師。

    最後根據本研究的主要發現及結論，分別就教育行政機關、學校機構、國民中小學教師及未來研究等方面提出具體建議，以供學者、教育行政人員及教師等相關人員，作為未來發展學校組織信任之參考。

The study aimed to explore the status and influential factors of school organizational trust. Those purposes are as follows: (1) to understand the status of school organizational trust among teachers, (2) to analyze how teachers’ personal factors and school background factors influence school organizational trust.
     This study adopted literature analysis and questionnaire survey to achieve the purposes. In this study, the subjects were the teachers in elementary and junior high schools in Taipei city and Taipei prefecture. It amounted to 460 questionnaires mailed to teachers and 422 sent back. Up to 395 questionnaires are valid. The study tool was the questionnaire entitled “the Questionnaire for the Influential factors of School Organizational Trust”. The questionnaires were analyzed through reliability analysis, factor analysis, descriptive statistics, t-test, one way ANOVA by SPSS 13.0 statistic analysis software.
     The findings and conclusions are as follows:

1.The influential factors of School Organizational Trust included three parts, which were individual, relational, and organizational factors. And they could be divided into seven dimensions, such as self-efficiency, personal capacity, propensity to trust, fellow relationship, subordinate relationship, internal characteristics of task and external characteristics of task.

2.The degree that teachers perceived the influential factors of School Organizational Trust was between agreed and strongly agreed, in which self-efficiency was the highest among seven.

3.The degree that teachers perceived the influential factors of School Organizational Trust was significantly different by teachers’ demographic backgrounds:

1)In term of fellow relationship, the female teachers’ perception was higher then the male teachers’.
2)In term of self-efficiency, personal capacity, subordinate relationship, internal characteristics of task and external characteristics of task, the perception of 30 to 40-year-old and 41to 50-year-old teachers was higher then 22 to 28-year-old teachers.
3)In term of fellow relationship and external characteristics of task, the perception of teachers in master’s degree was higher then the teachers with forty credit scores or university degree.
4)In term of self-efficiency, subordinate relationship, internal characteristics of task and external characteristics of task, the perception of teachers serviced for 11 to 20 years was higher then under 5 years.
5)In term of subordinate relationship, internal characteristics of task and external characteristics of task, the perception of teachers serviced in current school for 6 to 10 years was higher then under 5 years. As to personal capacity, the perception of teachers serviced in current school for 21 to 25 years was higher then under 5 years.
6)In term of subordinate relationship, internal characteristics of task and external characteristics of task, the perception of teachers serviced as directors was higher then as teachers.
Depend on the results, it gives suggestions to educational administers, school system, elementary and junior high school teachers and the following researchers.

目 次
第一章 緒論
第一節	研究動機與目的   1
第二節	待答問題與研究步驟   7
第三節	名詞解釋   10
第四節	研究範圍與限制   11
第二章 文獻探討
第一節	組織信任之理論探討   13
第二節	組織信任之相關研究   36
第三節	學校組織信任之影響因素探討   47
第三章 研究設計與實施 
第一節	研究設計與變項說明   53
第二節	研究假設   56
第三節	研究對象與抽樣方法   59
第四節	研究工具   61
第五節	資料處理與統計分析   71
第四章 研究結果與討論
第一節 國民中小學學校組織信任影響因素現況分析   73
第二節 教師背景變項對學校組織信任影響因素之差異情形   77
第三節 綜合討論   100
第五章 研究結論與建議
第一節 結論   109
第二節 建議   114
參考書目 
中文書目   117
外文書目   119
附錄 	
附錄一  組織信任預試問卷   129
附錄二  組織信任正式問卷   133

                           表次
表2-1 信任定義的核心概念   13
表2-2 組織信任的類型   22
表2-3 組織信任為自變項之國內實證研究整理表   36
表2-4 組織信任為自變項之國外實證研究整理表   39
表2-5 組織信任為依變項之國內實證研究整理表   40
表2-6 組織信任為依變項之國外實證研究整理表   41
表2-7 組織信任為中介變項之國內實證研究整理表   43
表2-8 組織信任為中介變項之國外實證研究整理表   45
表2-9 影響組織信任的因素   47
表3-1影響信任的變項表   55
表3-2 台北縣市公立國民中小學學校數量彙整表   59
表3-3 影響因素與題項對應表   62
表3-4 學校組織信任量表信度分析表   65
表3-5 學校組織信任量表效度分析表   66
表3-6 正式樣本基本資料分佈表   69
表4-1 國民中小學學校組織信任量表各題項分析表   74
表4-2 學校組織信任影響因素向度摘要表   76
表4-3 不同性別教師在學校組織信任影響因素向度上之獨立樣本t檢定表   77
表4-4 不同年齡教師在學校組織信任影響因素向度上之變異數分析摘要表   81
表4-5 不同最高學歷教師在學校組織信任影響因素向度上之變異數分析摘要表   85
表4-6 不同服務年資教師在學校組織信任影響因素向度上之變異數分析摘要表   89
表4-7 不同服務於該校年資教師在學校組織信任影響因素上之變異數分析摘要表   94
表4-8 不同目前職務教師學校組織信任之變異數分析摘要表   98
表4-9 研究假設與驗證結果彙整表   104

                         圖次
圖1-1 研究流程圖   8
圖2-1 本研究所提出的學校組織信任分析層面與類型   21
圖2-2 組織信任整合模式   30
圖2-3 組織信任形成關係圖   33
圖2-4 信任行為因素架構圖   35
圖3-1 研究架構圖   53

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