研究目的： 本研究旨在探討教師之組織信任、工作滿意度與組織公民行為間的結構關係與中介效果模式，亦著重於探討工作滿意度在組織信任與教師組織公民行為關係中所扮演的中介與橋樑角色。
研究設計/方法/取向： 本研究透過系統性文獻篩選程序，廣泛檢索 Scopus、 Web of Science（ WoS） 、 ProQuest 及 EBSCOhost 等國際學術資料庫，最終納入 12 篇獨立實證研究（ k＝12，包含 14 項研究數據），累積涵蓋 5,558 名學校教師的跨國樣本數據，並使用 R 軟體相關套件進行進階兩階段結構方程模式（ TSSEM），檢驗量化模型路徑。
研究結果： 研究結果顯示如下， 一、教師組織信任對工作滿意度與組織公民行為皆具備顯著的正向直接預測力（相關係數分別為 0.362 與 0.375） 。二、 組織信任能直接正向預測組織公民行為（路徑係數為 0.26） 。三、中介效果證實，工作滿意度在組織信任與組織公民行為之間發揮顯著的「部分中介效果」（間接效果值為 0.115）。
實務意涵： 研究證實學校信任文化能直接引起教師的自願奉獻行為，亦能透過營造友善環境、提升工作滿意度來間接催化其自發性利他行為。建議學校應推動參與式管理、落實決策公開透明以建構穩固的互信基礎；同時建議適時為教師減少工作負荷， 並提供充足行政支持與資源，藉由提高教師的信任感與工作滿意度等雙管道，順利將教師的熱忱化為具體的校務支持行動。
原創性/價值： 過去學校行政與組織行為領域的研究，雖然常探討教師行為表現，但多受限於單一區域、特定學制或小樣本的限制，難以得出普遍推論。 本研究在大範圍的後設分析結構方程模式框架下，得出工作滿意度「部分中介」路徑，有效整合既有文獻中不一致的發現，為學校效能提升做出學術貢獻。

Purpose: This study aims to investigate the structural relationships and mediation models among school teachers' organizational trust, job satisfaction, and organizational citizenship behavior (OCB). It places a special emphasis on exploring the mediating and bridging roles that job satisfaction plays within the relationship between organizational trust and teachers' OCB.
Design/methodology/approach: Through a systematic literature screening process, this study extensively searched international academic databases including Scopus, Web of Science (WoS), ProQuest, and EBSCOhost. A final sample of 12 independent empirical studies (k=12, containing 14 datasets) was synthesized, accumulating a transnational large-scale dataset that covers 5,558 school teachers. Relevant R software packages were utilized to perform advanced two-stage structural equation modeling (TSSEM) to test the quantitative model fit and direct/indirect pathways.
Findings: The two-stage structural equation modeling path analysis demonstrates that:first, teachers' organizational trust exerts highly significant and positive direct predictive power on both job satisfaction and OCB (with correlation coefficients of 0.362 and 0.375, respectively). Second, organizational trust directly and positively predicts OCB (path coefficient = 0.26). Third, the mediation models confirms that job satisfaction exerts a significant "partial mediation effect" between organizational trust and OCB (indirect effect value = 0.115).
Practical implications: The empirical findings confirm that a school's culture of organizational trust can directly trigger teachers' discretionary commitment, and can also indirectly cultivate their spontaneous altruistic behaviors by fostering a supportive work environment and enhancing job satisfaction. It is recommended that schoolsiv should promote participatory management and implement transparency in decisionmaking to build a solid foundation of mutual trust. Concurrently, school administrations should introduce timely "administrative decompression," provide sufficient administrative support and resources, and elevate both teachers' trust and job satisfaction through these dual channels, thereby effectively converting teachers' enthusiasm into concrete actions that support school administration.
Originality/value: Although past research in the fields of school administration and organizational behavior frequently explored teacher performance, most studies were constrained by single regions, specific educational levels, or small sample sizes, making it difficult to derive universally generalizable conclusions. Under a broad meta-analytic structural equation modeling (MASEM) framework, this study successfully delineates the "partial mediation" pathway of job satisfaction. It effectively integrates inconsistent findings in existing literature, making a solid academic contribution to the enhancement of school effectiveness.

壹、中文部分
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