為了迎接全球化市場，「教導」成為企業用以建立競爭優勢的一項重要機制，然而由於其他因素會影響教導成效，鮮有研究提出完整的有效教導模型，因此本研究目的便在探討主管支持、師徒關係品質、教學自我效能、利他主義精神，及訓練對於教導行為的影響，其中又分為指導、準備，與溝通三大行為子構面。
由於過去許多研究多以横斷面進行變數間的探討，忽略了時間落差對於教導成效的影響，為確實掌握實際狀況，並強化研究變項間的因果關係，本研究採貫時性研究(longitudinal research)設計，針對國內某大型壽險業74位內勤人員進行兩階段之教導行為相關因素調查，其中以影響變數前後期平均分數來探討當期教導行為(平均模型)，及以影響變數兩期差異分數探討教導行為兩期差異情形(差異模型)，並採相關分析及階層迴歸分析來驗證各變數對於教導行為的影響。
研究結果發現平均模型中，主管支持與教學自我效能愈高者，愈能展現良好教導行為；在差異模型，主管支持與師徒關係品質提升者，愈能提升其指導與溝通行為；最後，利他主義精神與訓練變項則對溝通行為有較顯著影響。整體而言，無論是在平均或差異模型，主管的支持是影響教導者教導行為最重要的因素。

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中文部分
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鄒莉菁，2003。在職訓練指導員教導意願及績效之探討--以設備及技術維修人員為例，國立中央大學人力資源管理研究所碩士論文。
蔣景清，2002。組織氣候、組織承諾，與組織公民行為關係之研究─以C工廠為例，國立中山大學人力資源管理研究所在職專班碩士論文。
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