如何提升教師組織公民行為在教育的研究與實務上非常重要，特別是對個人日後發展良好與否有重大影響的學前教師，促進其有利組織的角色外行為之相關議題研究也就格外受到重視。許多研究發現，學前教師的工作聲望、收入似乎並不如其他教育階段的教師來得高，這其中可能存在的工作特質差異，是否會導致學前教師與其他階段教師之組織公民行為有所不同？由於相關研究付之闕如，形成有待補強的研究缺口。基於此，本研究根據相關文獻建立一個研究模式，以工作特質做為影響教師組織公民行為的中介變項，並將分析焦點擺在學前教師是否因與其他教育階段教師在工作特質上有所不同，進而導致其組織公民行為也有所差異。分析的資料來自2008年東台灣地區各級學校教師（包括大學、中學、小學與學前）的調查。研究結果發現，學前教師的組織公民行為普遍要高於其他教育階段之教師，顯得最為敬業，且其他教育階段教師亦較不積極，其中又以中學、小學教師特別不積極。進一步分析發現，做為中介變項的許多工作特質（如工作自主性、專業性、職場人際關係、受尊敬程度等），都對組織公民行為有顯著影響。而學前教師也正因為自覺工作特質大多比其他教育階段之教師為佳，因而展現出較為積極主動的組織公民行為。

How to enhance teachers' organizational citizenship behavior is important for both the research and the practice of education. Preschool teachers are most influential to each student's individual development. Hence, issues about how to promote their positive extra-role behavior in the organization are viewed as particularly important. It has been pointed out in many studies that preschool teachers have inferior job prestige and income compared with teachers at other educational stages. Will these differences in job characteristics further cause differences in organizational citizenship behavior between teachers at different educational stages? Research about this issue is rare, thus creating a gap to be filled. Therefore, based on related literature, this study constructed a model with job characteristics as mediators affecting teachers' organizational citizenship behavior to examine whether preschool teachers have different job characteristics from teachers at other educational stages and thus have different organizational citizenship behavior. The research data were collected during 2008 from a cross-educational stage survey administered to teachers at various educational stages in eastern Taiwan (including university, senior high school, junior high school, elementary school, and preschool). Results suggested that preschool teachers generally have better organizational citizenship behavior than teachers at other educational stages and are thus relatively more committed to their job. By comparison, teachers at other educational stages, especially those teaching in junior high schools or elementary schools, are less active in fulfillment of organizational citizenship. Further analysis also showed that teachers' organizational citizenship behavior is significantly affected by many job characteristics, including job autonomy, professionalism, interpersonal relationship, the level of being respected, and so forth. Due to advantages in most job characteristics, preschool teachers might be more active in fulfillment of organizational citizenship than teachers at other educational stages.