在全球企業和員工行為的方面，偏差研究強調了當員工選擇不遵循工作規定時所產生的重大成本和收益。當工作場所環境與容易受影響的的人像是兒童或年輕人有關時，這些調查的結果特別的重要。隨著全球化繼續將英語作為全球商業的主要語言，我們看到亞洲各地的補教機構顯著增加。這個產業是靠聘請海外以英語為母語的教師來教這些課程而生存下來。然而，這一族群的偏差尚未被廣泛地探索。本研究旨在探討規範衝突和自我效能如何影響這些教師的建設性偏差行為程度。這項研究是對在臺灣生活和工作的151名外籍補習班教師所進行的研究。結果顯示，教師的自我效能和一般自我效能都顯著預測了這一族群的的建設性偏差行為。此外，大多數研究參與者報告，他們有經歷在工作場所遇到規範性衝突。事後分析顯示，規範性衝突是建設性偏差行為的重要預測因數。同樣，這些預測關係對於組織和人際建設性偏差次型都具有重要意義。與學術文獻相反，心理擁有感並沒有緩和自我效能與建設性偏差之間的關係。詳細的內容在本研究裡討論。

In the context of global business and employee behavior, deviancy research has highlighted the significant costs and benefits incurred when employees choose not to follow workplace protocols. These findings are especially poignant when the workplace context relates to vulnerable parties, such children or young adults. For example, as globalization continues to propagate English as the primary language of global business, we have seen a significant rise in supplementary learning institutions across Asia. This industry survives on the hiring of expatriate native teachers who come overseas to teach these classes. Yet, deviancy in this demographic has largely been unexplored. This study was carried out on 151 expatriate cram school (buxiban) teachers living and working in Taiwan and sought to examine how both normative conflict and self-efficacy levels impact rates of constructive deviant behavior. Results showed that teacher self-efficacy and general self-efficacy were both significantly predictive of constructive deviant behavior in this group. Moreover, the majority of study participants reported experiencing normative conflicts in the workplace. Post-hoc analyses revealed that normative conflict was a significant predictor of constructive deviant behavior. Likewise, these predictive relationships were significant for both organizational and interpersonal constructive deviance subtypes. Contrary to the academic literature, psychological ownership was not found to moderate the relationship between self-efficacy and constructive deviance. Possible reasons for this finding and suggestions for future research are discussed within.

Table of Contents
Thesis Validation Letter i
Thesis Authorization Letter ii
Acknowledgements iii
摘要 iv
Abstract v
Table of Figures viii
Table of Tables viii
Introduction 1
Literature Review 4
Deviant Behavior 4
The Empirical Transition from Negative to Positive Forms of Deviance 7
A Dynamic Model of Negative and Positive Deviance 9
Positive Deviance and Constructive Deviance 11
Hypothesis Development 15
Expatriates, Self-Initiated Expatriates, & English Teachers in East Asia 15
Asian Cram Schools and Buxibans (補習班) 17
Self-Efficacy and Constructive Deviant Behavior 19
Psychological Ownership, Self-Efficacy, and Constructive Deviant Behavior 22
Normative Conflict in the Workplace & Constructive Deviant Behavior 24
Methodology 27
Sampling and Data Collection 27
Measures 29
Statistical Methods 31
Results: Descriptive Statistics 33
Correlations 33
Assigned Expatriates and Self-Initiated Expatriates 34
Teacher Self-Efficacy and General Self-Efficacy 34
Normative Conflict 36
Psychological Ownership 36
Constructive Deviant Behavior 37
Hypotheses Results 39
Hypothesis 1a (H1a) 39
Hypothesis 1b (H1b) 39
Hypothesis 2a (H2a) 40
Hypothesis 2b (H2b) 41
Hypothesis 3 (H3) 41
Post-Hoc Analyses 42
Hypothesis 1a (H1a) 42
Hypothesis 1b (H1b) 43
Hypothesis 3 (H3) 45
Discussion 47
Results & Hypotheses 47
OCD & ICD Correlations and Post-Hoc Regression Analyses 51
Suggestions for Human Resources 52
Limitations and Future Research 53
Appendix 58
Appendix 1: Innovative Deviance Process Model 58
Appendix 2: Consent Forms and Thesis Surveys 59
Appendix 3: Consent Forms and Thesis Surveys 68
References 77

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