在歷年文獻中，雖然已有大量論文探討教師組織公民行為與學校效能之關係，然而，先前之研究者在組織公民行為的界定上多僅限於個人層次，分析之模式偏向採用單一層次直接效果模式的觀點，而且忽略變項層次屬性的問題。因此，研究結果可能產生推論謬誤情形，以及較無法從中理解教師組織公民行為影響學校效能之過程機制為何。基於此，本研究將以群體層次組織公民行為為探求重點，除傳統直接效果模式之外，更同時採取多層次中介效果模式之觀點，應用多層次結構方程模式的方法，分析群體層次教師組織公民行為（學校層次自變項）、教師彰權益能（教師層次中介變項）與學校效能（學校層次依變項）三者之間的影響關係。研究結果顯示：就直接效果模式而言，群體層次教師組織公民行為無論在分層面（對角色工作之表現、對整體組織的公民行為、對個別成員的公民行為）或整體上皆可顯著直接正向影響學校效能。此外，就多層次中介效果模式而言，群體層次教師組織公民行為無論在分層面或整體上皆可透過教師彰權益能之中介作用，間接正向影響學校效能。

Results drawn from earlier researches support organizational citizenship behavior of teachers exercise a measurable effect on school effectiveness. However, the conceptual and methodological tools have created primarily based on the individual level. Also, the use of directed-effects model does not resolve the most important theoretical issues concerning the means by which organizational citizenship behavior of teachers achieve an impact on school effectiveness and how contextual forces influence the exercise of teacher empowerment in the schoolhouse. Using the multilevel structural equation modeling (MSEM), this study first reconstructed and validated the Group-level Teacher Organizational Citizenship Behavior Scale followed by an investigation of the relationship between group-level teacher organizational citizenship behavior and school effectiveness mediated by the condition of teacher empowerment. Three related survey and questionnaire were used to measure the major variables while data collected from a random sample of teachers of junior high schools. The results of the study indicated that group-level teacher organizational citizenship behavior directly enhanced school effectiveness in Taiwanese junior high schools. Also, tested by the multilevel mediation model, it was found that group-level teacher organizational citizenship behavior had significant indirect effects on school effectiveness mediated by the variable of teacher empowerment.