THE EFFECT OF TEACHERS' WORK-LIFE BALANCE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR

Abstract

The role of teachers in the education of the desired quality cannot be denied. The behaviors that teachers will exhibit within the organization are important. However, it is thought that life at work and outside of work also affects these behaviors. The research was conducted with a quantitative approach and organizational citizenship behaviors and work-life balance levels were determined from the teachers' point of view. In addition to this, analyzes were conducted to what extent work-life balances predicted organizational citizenship behaviors. The research was conducted in relational survey model. The sample of the study consists of 535 teachers working in public, kindergarten, primary, secondary and high schools in Odemis district of Izmir. In the study, “Organizational Citizenship Behavior Scale” and “Work-Life Balance Scale were used. As a result of the research, the levels of organizational citizenship behavior of teachers are positive but not very high. Work-life balance levels are moderate. No correlation was found between teachers' general work-life balance and organizational citizenship behaviors. However, very low level correlation was found between some sub-dimensions of work-life balance and organizational citizenship behavior. It was revealed that work-life balance’s “neglecting life” sub-dimension positively low level, “allocating self-time” and “life consisting of work” sub-dimensions negatively low level predicted organizational citizenship behavior. From this point of view, although there is no direct effect of work-life balance in general, it shows that other conceptual variables that affect sub-dimensions may have a greater impact on organizational citizenship behavior and the need to investigate the effects of these concepts. Article visualizations: