教师组织公民行为是指教师个体自发地表现出的一种超越角色标准以外的主动、积极、正面、尽职、利他的行为，这种行为不仅有益于自身，其他教师以及学生的发展，更有助于学校效能的提升。伴随着特殊教育事业的快速发展，特殊教育学校作为教育事业的基础单位，其运行和发展也日益受到关注，而特殊教育教师组织公民行为能够有力促进学校变革的成功，提高学校的效能。此外，教育的“育人”和“公益”的特征也要求教师能够超越职责限定，为教学工作奉献更多的力量。因此，探索特殊教育教师组织公民行为结构及其相关因素的作用机制，有利于找到提升特殊教育教师组织公民行为的最佳路径，继而促进特殊教育学校的发展，提升特殊教育的整体质量。本研究主要以下包括三部分的内容。
第一部分是特殊教育教师组织公民行为问卷的编制。首先将通过文献分析，个别化访谈，开放式问卷等方法，探明特殊教育教师组织公民行为的结构维度，编制问卷的题项；其次实施预调查，向北京、浙江、广东等地区的特殊教育教师发放并回收数据，进行问卷的项目分析和探索性因素分析，明确问卷结构，形成正式问卷；最后通过正式调查，验证自编问卷的信效度。
第二部分是特殊教育教师组织公民行为现状及相关因素的研究。首先，以特殊教育教师组织公民行为问卷、变革型领导问卷、工作投入量表为测量工具，向浙江省各地区的特殊教育教师发放并回收问卷。其次，采用SPSS21.0 对回收的有效问卷（n=340）进行统计学分析，探讨浙江省特殊教育教师组织公民行为的现状、人口统计学变量特征，以及学校变革型领导、教师工作投入对于特殊教育教师组织公民行为的影响作用。
第三部分是特殊教育教师组织公民行为的作用机制研究。本研究采用了Amos21.0 构建结构方程模型，通过路径分析探讨了学校变革型领导、教师工作投入以及特殊教育教师组织公民行为三者之间的作用机制。
主要的研究结果如下所述：
（1）自编的特殊教育教师组织公民行为问卷由社会公众宣传、学校变革支持行为、学生关怀行为、家庭支持行为以及人际和谐行为五个维度构成，共包含了20 个题项，问卷信效度良好，可作为后续研究的评量工具。
（2）浙江省特殊教育教师组织公民现状较为理想（M=4.28），其中学生关怀行为平均得分最高、家庭支持行为平均得分最低。
（3）特殊教育教师组织公民行为在性别、教龄、年龄、婚育状况、职称等人口变量上存在显著差异，而学历、是否担任职务等变量上未产生显著影响。
（4）学校变革型领导对特殊教育教师组织公民行为产生显著的正向影响；学校变革型领导对特殊教育教师工作投入具有显著的正向影响；特殊教育教师的工作投入对其组织公民行为具有显著的正向影响。
（5）特殊教育教师的工作投入在学校变革型领导对教师组织公民行为的影响过程中产生了显著的中介效应。

The organizational citizenship behavior（OCB）of teachers refers to a kind of initiative, active, positive, dutiful and altruistic behavior that teachers spontaneously show beyond the role standard. This kind of behavior is not only beneficial to the development of itself, other teachers and students, but also helpful to the improvement of school efficiency. " With the rapid development of special education, as the basic unit of education, the operation and development of special education schools are increasingly concerned, and the OCB of special education teachers can effectively promote the success of school reform and improve the efficiency of schools. In addition, the characteristics of "educating " and "public welfare" of education also require teachers to go beyond their responsibilities and contribute more to teaching. Therefore, to explore the mechanism of OCB of special education teachers and its related factors is conducive to find the best way to improve OCB of special education teachers, and then promote the development of special education schools, and improve the overall quality of special education. This research mainly includes three parts.
The first part is the establishment of the questionnaire of OCB of special education teachers. First, through literature analysis, individual interviews, open-ended questionnaires, the dimension structure of OCB of special education teachers was explored, and the items of the questionnaire was prepared; secondly, through pre survey, the data was collected and the item analysis and exploratory factor analysis of the questionnaire was carried out to further clarify the structure of the questionnaire; finally, through formal questionnaire survey, the data was recovered and the confirmatory factors was carried out Finally, a questionnaire with good reliability and validity was formed.
The second part is the research on the current situation and related factors of OCB of special education teachers. First of all, using the self-designed questionnaire on the OCB of special education teachers, the Transformational Leadership Questionnaire and the Work Engagement Scale as the measurement tools, special education teachers in various regions of Zhejiang Province ware given and recovered questionnaires. Secondly, SPSS 21.0 was used to analyze the collected questionnaire (n = 340). The purpose of this study was to explore the current situation of OCB of special education teachers, the characteristics of demographic variables, and the impact of school transformational leadership and teachers' work input on OCB of special education teachers.
The third part is the research on the mechanism of special education teachers' OCB. This study uses Amos21.0 to build a structural equation model, through path analysis to explore the mechanism between the three factors: School transformational leadership, teachers' work engagement and OCB of special education teachers.
The main results are as follows:
(1) The questionnaire of OCB of special education teachers is composed of five dimensions: social public propaganda, school change support behavior, student care behavior, family support behavior and interpersonal harmony behavior. It contains 20 items in total. The reliability and validity of the questionnaire are good, and it can be used as an evaluation tool for subsequent research.
(2) In Zhejiang Province, the status of OCB of special education teachers is in the upper middle level (M = 4.28), in which the average score of students' care behavior is the highest and the average score of family support behavior is the lowest.
(3) There are significant differences in the demographic variables such as gender, teaching age, age, marriage and childbearing status, professional title and so on, but the variables such as education background, whether to hold the post or not have no significant impact.
(4) The transformational leadership has a significant positive impact on the OCB of special education teachers; the transformational leadership has a significant positive impact on the work input of special education teachers; the work engagement of special education teachers has a significant positive impact on their OCB.
(5) The work engagement of special education teachers has a significant intermediary effect in the process of school transformational leadership's influence on Teachers' OCB.