本研究旨在了解新北市公立國民中學教師知覺組織支持程度、五大人格特質與班級經營效能現況。並分析不同背景變項之公立國民中學教師在知覺組織支持程度、五大人格特質與班級經營效能之差異情形以及探討知覺組織支持程度、五大人格特質與班級經營效能之關係，最後探究知覺組織支持程度、五大人格特質對班級經營效能之預測力分析。
本研究採問卷調查法，共計發出464份問卷，回收325份有效問卷。問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、潛在剖面分析、皮爾森積差相關分析與同時輸入多元迴歸分析等統計方式進行分析與探討。
本研究結果如下：
一、 新北市公立國民中學教師知覺組織支持程度與班級經營效能屬高程度知覺，五大人格特質中以嚴謹性得分最高。
二、 不同「年齡」、「服務年資」之新北市公立國民中學教師知覺組織支持程度有差異；不同「性別」之新北市公立國民中學教師五大人格特質有差異。整體而言，不同背景變項對三大研究變項之差異影響有限。
三、 新北市公立國民中學教師五大人格特質經潛在剖面分析可區分為三種型態。
四、 神經質特質與知覺組織支持程度為負相關；外向性特質與知覺組織支持程度呈顯著正相關；友善性、嚴謹性與開放性特質與班級經營效能為正相關。
五、 知覺組織支持與五大人格特質對班級經營效能具有部分預測力。

This study examined perceived organizational support, Big Five personality traits, and classroom management effectiveness among public junior high school teachers in New Taipei City. It also investigated group differences by teacher background variables, the relationships among these variables, and the predictive effects of perceived organizational support and Big Five personality traits on classroom management effectiveness.
This study adopted a questionnaire survey method. A total of 464 questionnaires were distributed, and 325 valid questionnaires were returned. The survey data were analyzed and discussed using descriptive statistics, independent-samples t-tests, one-way analysis of variance, latent profile analysis, Pearson product-moment correlation analysis, and simultaneous-entry multiple regression analysis.
The results of this study are as follows:
1.Public junior high school teachers in New Taipei City demonstrated high levels of perceived organizational support and classroom management effectiveness, with conscientiousness scoring the highest among the Big Five personality traits.
2.Among public junior high school teachers in New Taipei City, perceived organizational support differed by age and years of service, while the Big Five personality traits differed by gender. Overall, background variables had limited effects on the three major research variables.
3.The Big Five personality traits of public junior high school teachers in New Taipei City could be classified into three profiles through latent profile analysis.
4.Neuroticism was negatively correlated with perceived organizational support; extraversion was significantly and positively correlated with perceived organizational support; and agreeableness, conscientiousness, and openness were positively correlated with classroom management effectiveness.
5.Perceived organizational support and the Big Five personality traits showed partial predictive power for classroom management effectiveness.

邱皓政（2008）。潛在類別模式—原理與技術。五南圖書出版有限公司。
朱文雄（1980）。班級經營。復文圖書出版社。
朱經明（2010）。教育及心理統計學。五南圖書出版有限公司。
李仁豪、鐘芯瑜（2020）。中文版簡式「五大人格量表」BFI的發展。《測驗學刊》，67（4），271-299。
李園會（1989）。班級經營。五南圖書出版有限公司。
李佳琪（1989）。班級經營—教室百寶箱。載於張新仁（1989）主編，班級經營—教室百寶箱（頁1-14）。五南圖書出版有限公司。
李春芳（1996）。班級實務的改進。載於黃政傑（1996）主編，班級實務的改進（頁1-16）。師大書苑有限公司。
李國勝（2004）。國中導師領導行為、班級氣氛與班級經營效能關係之研究（未出版碩士論文）。國立彰化師範大學。
吳宗立（2002）。班級經營：班級社會學。復文圖書出版社。
吳明隆（2017）。班級經營：理論與實務（四版）。五南圖書出版有限公司。
林明地（2000）。超越班級界線的班級經營。《課程與教學季刊》，3（2），17-32。
林雪惠、潘靖瑛（2012）。教師人格特質、情緒管理、領導行為與班級經營效能相關性之統合分析。《教育與多元文化研究》，9，23-59。
林政逸（2013）。班級經營：核心實務與議題（初版）。心理出版社有限公司。
林香河、林進材（2015）。圖解班級經營（初版）。五南圖書出版有限公司。
林進材（2017）。班級經營（二版）。五南圖書出版有限公司。
周新富（2016）。班級經營。五南圖書出版有限公司。
周淑華（2008）。臺北縣國民小學教師正向管教與班級經營效能關係之研究（未出版碩士論文）。國立台北教育大學
范熾文、莊千慧（2009）。國小教師績效責任信念、知識管理與班級經營效能關係之研究。《學校行政》，59，113-136。
教育部（2016）。中華民國教師專業標準指引
教育部主管法規查詢系統（2023）。國民小學與國民中學班級編制及教職員員額編制準則。取自國民小學與國民中學班級編制及教職員員額編制準則-全國法規資料庫。
莊貞吟（1996）。班級經營（初版）。載於吳清山、李錫津、劉緬懷、莊貞吟、盧美貴（1996）著，班級經營（頁141-145）。心理出版社有限公司。
秦夢群（2020）。教育行政理論與模式（四版）。五南圖書出版有限公司。
陳木金（1999）。班級經營（初版）。揚智文化事業股份有限公司。
陳志勇（2001）。屏東縣國小教師領導風格與班級經營效能關係之研究（未出版碩士論文）。國立屏東師範學院。
陳寶山（2000）。新世紀的班級經營。《課程與教學季刊》，3（2），1-16。
許清田（2003）。教師權力運用類型、班級經營策略與班級經營效能之研究（未出版碩士論文）。國立彰化師範大學。
張廣義（2005）。國民小學教師教學關聯資本、教學信念、班級經營策略與教學行為表現之研究（未出版碩士論文）。國立屏東教育大學。
黃建皓（2012）。家庭社經地位與班級經營效能對學生自我效能感之影響：階層線性模式分析。《教育經營與管理研究集刊》，8，107-130。
黃亘娸（2020）。臺南市國中教師班級經營策略與班級經營效能之關係研究（未出版碩士論文）。國立嘉義大學。
新北市政府教育局學校服務（2024）。學校資料。取自新北市政府教育局
楊宜蓁（2010）。國小教師人格特質與班級經營效能關係之研究（未出版碩士論文）。國立東華大學。
廖英昭（2004）。國小級任教師領導行為與班級經營效能關係之研究（未出版碩士論文）。國立嘉義大學。
趙振國（2012年7月）。國民小學家長參與學校教育對班級經營效能影響之研究（未出版碩士論文）。東華大學，花蓮縣。
趙品灃、莊梅裙（2019）。Line 進行親師溝通、家長參與與班級經營效能之研究教育。《資訊與科技學刊》，12，115–132。
賴光真（2021）。班級經營：概念36講、策略36計、實務36事（初版）。五南圖書出版有限公司。
謝宜君（2006）。國中導師之教師專業倫理與班級經營效能關係之研究（未出版碩士論文）。國立彰化師範大學。
顏弘欽（2012）。教師知覺組織支持、組織承諾與組織公民行為之關聯性。《教育行政與評鑑學刊》，13，59-90。
Ranjit Kumar（2014）。研究方法：步驟化學習指南（潘中道、胡龍騰、蘇文賢譯）。學富文化（原著出版年：2005）。
Robbins, S. P., & Judge, T. A.（2018）。 組織行為學（第十七版）（黃家齊、李雅婷、 趙慕芬譯）。華泰文化（原著出版年：2016）。
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International Journal of Scientific & Technology Research, 7(7), 19-29.
Argyris, C. (1960). Understanding organizational behavior. Dorsey Press.
Ashton, M. C., Lee, K., & Paunonen, S. V. (2002). What is the central feature of extraversion? Social attention versus reward sensitivity. Journal of Personality and Social Psychology, 83(1), 245–252. https://doi.org/10.1037/0022-3514.83.1.245
Bastian, K. C., McCord, D. M., Marks, J. T., & Carpenter, D. (2017). A temperament for teaching? Associations between personality traits and beginning teacher performance and retention. Aera Open, 3(1), 2332858416684764. https://doi.org/10.1177/2332858416684764
Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1‐2), 9-30. https://doi.org/10.1111/1468-2389.00160
Barrick, M. R., & Mount, M. K. (1991). The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1–26. https://doi.org/10.1111/j.1744-6570.1991.tb00688.x
Blau, P. (2017). Exchange and power in social life. Routledge. https://doi.org/10.4324/9780203792643
Casimir, G., Ngee Keith Ng, Y., Yuan Wang, K., & Ooi, G. (2014). The relationships amongst leader-member exchange, perceived organizational support, affective commitment, and in-role performance: A social-exchange perspective. Leadership & Organization Development Journal, 35(5), 366-385. https://doi.org/10.1108/lodj-04-2012-0054
Chandra, R. (2015). Classroom management for effective teaching. International Journal of Education and Psychological Research, 4(4), 3-15.
Cheng, J. C., Chen, C. Y., Teng, H. Y., & Yen, C. H. (2016) Tour leaders’ job crafting and job outcomes: The moderating role of perceived organizational support. Tourism Management Perspectives, 20, 19–29. https://doi.org/10.1016/j.tmp.2016.06.001
Colquitt, J. A., Conlon, D. E., Wesson, M. J., & Porter, C. O. (2001). Justice at the millennium: A meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445. https://doi.org/10.1037//0021-9010.86.3.425
Costa, P. T., & McCrae, R. R. (2008). The Revised NEO Personality Inventory (NEO-PI-R). In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The SAGE Handbook of personality theory and assessment: Personality measurement and testing (Vol. 2, pp. 179–198). Sage. https://doi.org/10.4135/9781849200479.n9
Dee, T. S., & Wyckoff, J. (2015). Incentives, selection, and teacher performance: Evidence from IMPACT. Journal of Policy Analysis and Management, 34(2), 267-297. https://doi.org/10.1002/pam.21818
DeYoung, C. G., Peterson, J. B., & Higgins, D. M. (2005). Sources of openness/intellect: Cognitive and neuropsychological correlates of the fifth factor of personality. Journal of Personality, 73(4), 825–858. https://doi.org/10.1111/j.1467-6494.2005.00330.x
DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: 10 aspects of the Big Five. Journal of Personality and Social Psychology, 93(5), 880–896. https://doi.org/10.1037/0022-3514.93.5.880
Dillman, D. A.(2007). Mail and internet surveys: The tailored design method (2nd ed.). John Wiley ＆Sons Inc.
Divsar, H. (2023). A structural equation modeling of the dynamic interplay among EFL teachers’ classroom management approaches. Self-efficacy Dimensions, and Personality Types, 14(3), 213-237.
https://doi.org/ 10.48311/LRR.14.3.213
Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.https://doi.org/10.1080/01443410500342492
Dustova, G., & Cotton, S. (2015) Classroom management strategies. The CTE Journal, 3(2), 32-42.
Eisenberger, R., Armeli, S., Rexwinkel, B., Lynch, P. D., & Rhoades, L. (2001). Reciprocation of perceived organizational support. Journal of Applied Psychology, 86(1), 42. https://doi.org/10.1037//0021-9010.86.1.42
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied psychology, 71(3), 500. https://doi.org/10.1037//0021-9010.71.3.500
Rhoades, L. & Eisenberger, R. (2002) Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698–714. https://doi.org/10.1037//0021-9010.87.4.698
Eisenberger, R., & Stinglhamber, F. (2011). Perceived organizational support: Fostering enthusiastic and productive employees. American Psychological Association. https://doi.org/10.1037/12318-000
Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. Handbook of Classroom Management: Research, Practice, and Contemporary Issues, 3(1), 16. https://doi.org/10.4324/9780203874783
Exley, J., Doyle, P. C., Grable, J. E., & Campbell, W. K. (2022). OCEAN wealth profiles: A latent profile analysis of personality traits and financial outcomes. Personality and Individual Differences, 185, 111300. https://doi.org/10.1016/j.paid.2021.111300
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26–34. https://doi.org/10.1037//0003-066x.48.1.26
Gouldner, A. W. (1960). The norm of reciprocity: A preliminary statement. American Sociological Review, 25(2), 161-178. https://doi.org/10.2307/2092623
Graziano, W. G., & Eisenberg, N. (1997). Agreeableness: A dimension of personality. In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of Personality Psychology (pp. 795–824). Academic Press. https://doi.org/10.1016/b978-012134645-4/50031-7
Guest, D. E. (2004). The psychology of the employment relationship: An analysis based on the psychological contract. Applied Psychology, 53(4), 541–555. https://doi.org/10.1111/j.1464-0597.2004.00187.x
Hartinah, S., Suharso, P., Umam, R., Syazali, M., Lestari, B., Roslina, R., & Jermsittiparsert, K. (2020). Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia. Management Science Letters, 10(1), 235-246. https://doi.org/10.5267/j.msl.2019.7.038
Hurtz, G. M., & Donovan, J. J. (2000). Personality and job performance: The Big Five revisited. Journal of Applied Psychology, 85(6), 869. https://doi.org/10.1037//0021-9010.85.6.869
Ilies, R., Scott, B. A., & Judge, T. A. (2006). The interactive effects of personal traits and experienced states on intraindividual patterns of citizenship behavior. Academy of Management Journal, 49(3), 561–575. https://doi.org/10.5465/amj.2006.21794672
John, O. P., Donahue, E. M., & Kentle, R. L. (1991). Big Five Inventory (BFI) [Database record]. APA PsycTests. https://doi.org/10.1037/t07550-000
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 114–158). Guilford Press.
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 102–138). Guilford Press.
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765. https://doi.org/10.1037//0021-9010.87.4.765
Judge, T. A., Martocchio, J. J., & Thoresen, C. J. (1997). Five-factor model of personality and employee absence. Journal of Applied Psychology, 82(5), 745–755. https://doi.org/10.1037//0021-9010.82.5.745
Karababa, A. (2025). Personality profiles: A person-centered approach. Personality and Individual Differences, 212, 112123. https://doi.org/10.1016/j.paid.2023.112123
Kawai, N., & Strange, R. (2014) Perceived organizational support and expatriate performance: Understanding a mediated model. International Journal of Human Resource Management, 25(17), 2438 – 2462. https://doi.org/10.1080/09585192.2014.884615
Kell, H. J. (2019). Do teachers’ personality traits predict their performance? A comprehensive review of the empirical literature from 1990 to 2018. ETS Research Report Series, 2019(1), 1-27. https://doi.org/10.1002/ets2.12241
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M. & Doolaard, S. (2016) A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
Kotov, R., Gamez, W., Schmidt, F., & Watson, D. (2010). Linking “big” personality traits to anxiety, depressive, and substance use disorders: A meta-analysis. Psychological Bulletin, 136(5), 768–821. https://doi.org/10.1037/a0020327
Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Rinehart, and Winston.
Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., & Adis, C. S. (2017). Perceived organizational support: A meta-analytic evaluation of organizational support theory. Journal of management, 43(6), 1854-1884. https://doi.org/10.1177/0149206315575554
Lahey, B. B. (2009). Public health significance of neuroticism. American Psychologist, 64(4), 241–256. https://doi.org/10.1037/a0015309
Lucas, R. E., & Diener, E. (2001). Understanding extraverts’ enjoyment of social situations: The importance of pleasantness. Journal of Personality and Social Psychology, 81(2), 343–356. https://doi.org/10.1037//0022-3514.81.2.343
Lynn, S. M., Coyle-Shapiro, J. A., & Tetrick, L. E. (2012). Expanding the boundaries and challenging the assumptions of the employee–organization relationship literature. In The employee-organization relationship (pp. 1-19). Routledge. https://doi.org/10.4324/9780203138878-7
McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516. https://doi.org/10.1037//0003-066x.52.5.509
McCrae, R. R., & John, O. P. (1992). An introduction to the Five-Factor Model and its applications. Journal of Personality, 60(2), 175–215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
Merz, E. L., & Roesch, S. C. (2011). A latent profile analysis of the Five Factor Model of personality: Modeling trait interactions. Personality and individual differences, 51(8), 915-919. https://doi.org/10.1016/j.paid.2011.07.022
Morrison, E. W., & Robinson, S. L. (1997). When employees feel betrayed: A model of how psychological contract violation develops. Academy of Management Review, 22(1), 226–256. https://doi.org/10.2307/259230
Organ, D. W. (1990). The motivational basis of organizational citizenship behavior. Research in Organizational Behavior, 12(1), 43-72.
Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1–25. https://doi.org/10.1037/0033-2909.132.1.1
Robinson, S. L., & Morrison, E. W. (2000). The development of psychological contract breach and violation: A longitudinal study. Journal of Organizational Behavior, 21(5), 525–546. https://doi.org/10.1002/1099-1379(200008)21:5%3C525::aid-job40%3E3.0.co;2-t
Robinson, S. L., & Rousseau, D. M. (1994). Violating the psychological contract: Not the exception but the norm. Journal of Organizational Behavior, 15(3), 245–259. https://doi.org/10.1002/job.4030150306
Rousseau, D. M. (1995). Psychological contracts in organizations: Understanding written and unwritten agreements. Sage. https://doi.org/10.4135/9781452231594
Rousseau, D. M. (1989). Psychological and implied contracts in organizations. Employee Responsibilities and Rights Journal, 2(2), 121–139. https://doi.org/10.1007/bf01384942
Rozikan, R., Zakiy, M., bin Kamarudin, M. F., Jadmiko, P., & Nurrizqi, S. I. (2024). Linking perceived organizational support and leader-member exchange to job embeddedness: The role of self-efficacy. In E3S Web Conference (Vol. 571, Article number 01012). EDP Sciences. https://doi.org/10.1051/e3sconf/202457101012
Rockstuhl, T., Eisenberger, R., Shore, L. M., Kurtessis, J. N., Ford, M. T., Buffardi, L. C., & Mesdaghinia, S. (2020). Perceived organizational support (POS) across 54 nations: A cross-cultural meta-analysis of POS effects. Journal of International Business Studies, 51, 933-962. https://doi.org/10.1057/s41267-020-00311-3
Salgado, J. F. (1997). The Five Factor Model of personality and job performance in the European Community. Journal of Applied Psychology, 82(1), 30. https://doi.org/10.1037//0021-9010.82.1.30
Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martínez, V. (2007). The geographic distribution of Big Five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173-212. https://doi.org/10.1177/0022022106297299
Settoon, R. P., Bennett, N., & Liden, R. C. (1996). Social exchange in organizations: Perceived organizational support, leader-member exchange, and employee reciprocity. Journal of Applied Psychology, 81(3), 219-227. https://doi.org/10.1037//0021-9010.81.3.219
Shanock, L. R., & Eisenberger, R. (2006). When supervisors feel supported: Relationships with subordinates’ perceived supervisor support, perceived organizational support, and performance. Journal of Applied Psychology, 91(3), 689-695. https://doi.org/10.1037/0021-9010.91.3.689
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. https://doi.org/10.1353/etc.0.0007
Siyu, D., Kerry, B., & Zhan, X (2024). Correlates of teachers’ classroom management self‑efficacy: A systematic review and meta‑analysis. Educational Psychology Review, 36, 43 https://doi.org/10.1007/s10648-024-09881-2
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628-3651. https://doi.org/10.1257/aer.102.7.3628
Tett, R. P., & Burnett, D. D. (2003). A personality trait-based interactionist model of job performance. Journal of Applied Psychology, 88(3), 500. https://doi.org/10.1037/0021-9010.88.3.500
Watson, D., & Clark, L. A. (1997). Extraversion and its positive emotional core. In R. Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of Personality Psychology (pp. 767–793). Academic Press. https://doi.org/10.1016/b978-012134645-4/50030-5
Wayne, S. J., Shore, L. M., & Liden, R. C. (1997). Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management Journal, 40(1), 82-111. https://doi.org/10.2307/257021
Yin, K., Lee, P., Sheldon, O. J., Li, C., & Zhao, J. (2021). Personality profiles based on the FFM: A systematic review with a person-centered approach. Personality and individual differences, 180, 110996. https://doi.org/10.1016/j.paid.2021.110996
Zhang, J., Ge, P., Li, X., Yin, M., Wang, Y., Ming, W., Li, J., Li, P., Sun, X., & Wu, Y. (2022). Personality effects on Chinese public preference for the COVID-19 vaccination: discrete choice experiment and latent profile analysis study. International Journal of Environmental Research and Public Health, 19(8), 4842. https://doi.org/10.2196/40998
Zhao, H. A., Wayne, S. J., Glibkowski, B. C., & Bravo, J. (2007). The impact of psychological contract breach on work-related outcomes: A meta-analysis. Personnel Psychology, 60(3), 647–680. https://doi.org/10.1111/j.1744-6570.2007.00087.x