Organizational Citizenship Behavior Of Teachers Research Articles

English

The aim of this research is to investigate the relationship between the leadership styles of principals and organizational citizenship behaviors of teachers according to teachers' perceptions. In this research, a relational survey model was used. Data for the research were obtained from 1,723 teachers working in public and private schools which were subject to Ministry of National Education in the Kadikoy district of Istanbul province in 2014. In this research, data were collected through Personal Information Form developed by the researcher, and Effects of Styles of Principals on inventory consisting of Leadership Styles Scale and Organizational Citizenship Scale. The inputs of data obtained from respondents were entered via SPSS 17.0; data of the research were analyzed by average, standard deviation, Pearson correlation coefficient moments and regression analysis. According to the analysis results obtained in the research, teachers' average perceptions regarding the transformational and transactional leadership characteristics of principals and the average of acting in organizational citizenship behavior were high. There was a positive highly significant relationship between the transformational and transactional leadership characteristics of principals and the organizational citizenship. Transformational leadership positively affects the level of organizational citizenship more than transactional leadership. Key words: styles, organizational citizenship behavior, school culture.

The effect of diversity management on teachers' organizational commitment and organizational citizenship behavior

The aim of this study is to investigate the effect of diversity management on teachers' organizational commitment and organizational citizenship behavior. The study was conducted following a survey model. The sampling consists of 464 amongst 1088 teachers who were working in Anatolian High Schools in the city center of Diyarbakır, Turkey in the academic year of 2013-2014. The sample for the study consisted of 464 teachers who were chosen using a stratified sampling method. The data were collected via "Diversity Management", "Organizational Commitment" and "Organizational Citizenship Behaviors" scales and analyzed statistically using regression analysis. The results of this study reveals that diversity management can be a significant predictor of organizational commitment and organizational citizenship behavior. Among the suggestions proposed based on the findings, the importance of composing policies which enable teachers to accept and internalize the aims and values of the school and setting contexts in which teachers can show voluntary behaviors is emphasized. According to these results, it is possible to indicate that respecting diversities and showing tolerance to them in order to provide higher level organizational commitment and organizational citizenship behaviors of teachers are important.

The effect of diversity management on teachers' organizational commitment and organizational citizenship behavior

The effect of diversity management on teachers' organizational commitment and organizational citizenship behavior

The influence of passion and empowerment on organizational citizenship behavior of teachers mediated by organizational commitment

The present research aims to study the direct and indirect influence of passion and empowerment on organizational citizenship behavior of teachers in a private university in Thailand mediated by organizational commitment. The sample comprises 124 teachers teaching in the university and the Organizational Citizenship Behavior Scale, adapted by Podsakoff and Mackenzie (1990), Passion Scale, developed by Vallerand, Carbonneau, Fernet and Guay (2008), School Participant Empowerment Scale (SPES) developed by Short and Rinehart (1992) and Organizational Commitment Scale which was modified from the original scale of Meyer and Allen (1991) by Meyer, Allen, and Smith (1993) were employed. The path model with the dependent variable organizational citizenship behavior and the independent variables passion, and empowerment and the mediating variable organizational commitment was tested using regression analysis. There are relationships between passion for teaching, teacher empowerment, and organizational commitment on the organizational citizenship behavior of teachers. The teachers have high level of organizational citizenship behavior, suggesting that they exhibit behaviors of discretionary nature that are not part of their formal role requirements, but which promote the effective functioning of the university.

Linking teacher competences to organizational citizenship behaviour

Purpose– The purpose of this paper is to examine relationship between teacher competences and organizational citizenship behavior (OCB) with empowerment as a mediating factor.Design/methodology/approach– The study took a cross-sectional descriptive and analytical design. Using cluster and random sampling procedures, data were obtained from 383 usable questionnaires. Data were analyzed through SPSS and Analysis of Moment Structures.Findings– Results indicated that planning, continuous assessment and initiating as operant teacher competences were significantly and positively related to empowerment. Also, empowerment was significantly and positively related to OCBs. Similarly, empowerment came out as a full mediator of the relationship between the teacher competences and OCBs.Practical implications– The study is relevant in that heads of schools will ensure they set up and implement human resources policies and practices that are favorable to building empowerment and OCB. School heads will be able to closely adhere to planning, initiating and continuous assessment rules in order to promote teacher empowerment and OCB. Government could appraise school heads based on whether they can successfully implement operant competence related rules on the employeesOriginality/value– The findings theoretically reconceptualize competences from the objectivist to the constructivist perspective. Planning, initiating, continuous assessment and empowerment make significant variations in OCB. The study demonstrates that empowerment translates the inputs of teacher competence into OCB.

The role of organizational virtuousness in organizational citizenship behavior of teachers: The test of direct and indirect effect through job satisfaction mediating

The aim of this study was to test the direct and indirect effect of organizational virtuousness in organizational citizenship behaviors of teachers and propose a model with a causal connection. The population consisted of all secondary school teachers of Karaj metropolitan areas where by cluster method sampling and Morgan table 403 people selected. The aim of this study is functional and in terms of methodology is survey. Standard questionnaires used to collect data and all of them had good reliability and validity. To analyze the data confirmatory factor analysis and structural equation modeling techniques used. The results showed that schools organizational virtuousness directly affect Less and non-significant on organizational citizenship behavior of teachers. The assumed test pattern suggests that organizational virtuousness with the mediation of job satisfaction can affect the behavior of teachers' organizational citizenship behavior. The findings of this study emphasis the importance of reinforcement of schools as well as teachers' job satisfaction and organizational virtuousness.

Enhancing Organizational Citizenship Behavior of Teacher in Pre-School

Enhancing Organizational Citizenship Behavior of Teacher in Pre-School

PENGARUH KEADILAN ORGANISASI DAN STRES TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) GURU SEKOLAH DASAR NEGERI DI KECAMATAN DUKUHWARU TEGAL, JAWA TENGAH

The objective research is to obtain information concerning to the effect of organizational justice and stress toward teachers organizational citizenship behavior. The research was conducted by using survey method with path analysis in testing hypothesis. In this research, 92 from 120 teacher of teachers selected random sampling. The research was focused on tree aspect; organizational justice and stress toward teachers organizational citizenship behavior. The data were colected with questionnaire and analyzed with path analysis. Result on the analyisis it is conculaded that (1) there the positive direct effect of organizational justice towards organizational citizenship behavior, (2) there is negative direct effect of stress towards organizational citizenship behavior and (3) ) there is negative direct effect of organizational justice towards stress.

PENGARUH KEADILAN ORGANISASI DAN STRES TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) GURU SEKOLAH DASAR NEGERI DI KECAMATAN DUKUHWARU TEGAL, JAWA TENGAH

The objective research is to obtain information concerning to the effect of organizational justice and stress toward teachers organizational citizenship behavior. The research was conducted by using survey method with path analysis in testing hypothesis. In this research, 92 from 120 teacher of teachers selected random sampling. The research was focused on tree aspect; organizational justice and stress toward teachers organizational citizenship behavior. The data were colected with questionnaire and analyzed with path analysis. Result on the analyisis it is conculaded that (1) there the positive direct effect of organizational justice towards organizational citizenship behavior, (2) there is negative direct effect of stress towards organizational citizenship behavior and (3) ) there is negative direct effect of organizational justice towards stress.

The Moderating Effect of Supervisors' Servant Leadership on the Relationship Between Childcare Center Teachers' Affective Commitment and Organizational Citizenship Behavior

The Moderating Effect of Supervisors' Servant Leadership on the Relationship Between Childcare Center Teachers' Affective Commitment and Organizational Citizenship Behavior

The effects of gender, seniority and subject matter variables on teachers’ organizational citizenship behaviors in Turkey: A meta-Analysis

The purpose of this paper is to determine the effect of gender, seniority and subject matter variables on teachers’ organizational citizenship behaviors. In this regard, a meta-analysis was conducted on the research studies published in Turkey with regards to organizational citizenship behaviors. Specific criteria were employed in selecting the studies to be included in the meta-analysis. The criteria are as follows: the research studies published between the years 2003-2014, looked at determining organizational citizenship behaviors of primary (elementary and lower secondary) and upper secondary education school teachers; validity and reliability information of data collection tools were reported and arithmetical mean, standard deviation, sample size values were stated in the related studies. The current meta-analysis was conducted with 24 studies in total. However as not all of the studies had the same variables, the numbers of the studies included in the meta-analysis are different in terms of gender, seniority and subject matter variables. General effect size analyses were conducted with 24 studies for gender variable, 21 for seniority, and 10 for subject matter. The total sample size of the studies included in the research study for overall organizational citizenship behaviors is 11,374 in terms of gender, 10,619 in terms of seniority, and 4,250 in terms of the subject matter. Random Effects Model was used for calculating the effect size in meta- analysis studies. Among the examined personal variables, seniority (ES=-0.121) had the highest effect on the organizational citizenship behaviors of teachers, followed by subject matter (ES=0.116) and gender (ES=0.015). In terms of general organizational citizenship behavior, female teachers are exhibiting much more citizenship behavior than male teachers, teachers with 11 years and more seniority than teachers with 10 years and less seniority, and primary school teachers than subject matter teachers.

The Influence of Passion and Empowerment on Organizational Citizenship Behavior of Teachers in Assumption University Mediated by Organizational Commitment

The present research aims to explore the direct and indirect influence of passion and empowerment on organizational citizenship behavior of Teachers in Assumption University of Thailand mediated by organizational commitment. The sample comprises of 124 teachers teaching in the University and the Organizational Citizenship Behavior Scale, adapted by Podsakoff and Mackenzie (1990), Passion Scale, developed by Vallerand et al. in 2003, School Participant Empowerment Scale (SPES) developed by Short and Rinehart (1992) and Organizational Commitment Scale which was modified from the original scale of Allen and Meyer (1991) by Meyer, Allen, and Smith (1993) were employed. The path model with the dependent variable organizational citizenship behavior and the independent variables passion, and empowerment and the mediating variable organizational commitment was tested using regression analysis. There are relationships between passion for teaching, teacher empowerment, and organizational commitment on the organizational citizenship behavior of teachers in Assumption University, Thailand. The teachers have high level of organizational citizenship behavior, suggesting that they exhibit behaviors of discretionary nature that are not part of their formal role requirements, but which promote the effective functioning of the University.

Relationship of Workaholism with Teachers’ Organizational Commitment and Organizational Citizenship Behavior

Teachers voluntarily dedicate a lot of time to their vocational activates. This can lead to workaholism and may result in organizational commitment and organizational citizenship behavior. The main objective of the current study was to investigate the relationship of workaholism with organizational commitment and organizational citizenship behavior of teachers in Zahedan. This was a descriptive-correlational study. The sample included 300 teachers in Zahedan who were selected through applying stratified random sampling method and were examined using questionnaires on workaholism, organizational commitment, and organizational citizenship behavior. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis were applied using SPSS21. The obtained results indicated that teachers’ mean scores on workaholism, organizational commitment and organizational citizenship behavior were higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) were significantly and positively related to organizational commitment and organizational citizenship behavior (p < 0.01). Moreover, the results of simultaneous multiple regression analysis indicated that components of workaholism could predict teachers’ organizational commitment and organizational citizenship behavior (p < 0.05).

The Relationship between Commitment to the Organization, Perceived Organizational Support, Job Satisfaction, and Organizational Citizenship Behavior of Teachers

The study examines the relationship between teachers' organizational citizenship behavior (OCB) and their attitudes to work, including commitment to the organization, affective commitment and value congruence commitment, perceived organizational support and job satisfaction. The data were collected through the use of a questionnaire, distributed to a sample of 314 elementary school teachers from the center of Israel. The results of the study, obtained through Pearson correlations and multiple regressions, indicate that organizational citizenship behavior is a multidimensional variable directed to different parties in the school – students, teachers, and the organization. In addition, all the variables examined have a significant positive correlation with the teacher's behavior. The variable with the most significant correlation is commitment to the organization, which derives from the congruence between the values of the individual and the organization. The findings of the present study have theoretical and applied value for educators and educational policy makers.

어린이집 원장의 서번트 리더십과 보육교사의 조직시민행동 간의 경로모형 검증: 보육교사의 조직몰입과 조직냉소주의를 중심으로

어린이집 원장의 서번트 리더십과 보육교사의 조직시민행동 간의 경로모형 검증: 보육교사의 조직몰입과 조직냉소주의를 중심으로

Principal-teacher high-quality exchange indicators and student achievement: testing a model

Purpose– Research findings claim that indicators, representing high-quality exchanges between leaders and followers, are important predictors of organizational effectiveness. There is scarce evidence related to the role of these indicators in student achievement. The purpose of this paper is to test a hypothesized model including three important high-quality exchange indicators.Design/methodology/approach– Totally, 449 teachers from 166 elementary schools in Tehran provided data on trust in principal and procedural justice and 166 principals provided data on organizational citizenship behavior of teachers. Student achievement was calculated by averaging grade five students’ scores on district examinations in science and math. Data were collected in each school during regularly scheduled meetings and were analyzed using correlation analysis and structural equation modeling.Findings– The hypothesized model has an adequate fit to observed data, supporting the argument that principal-teacher high-quality exchanges provide positive outcomes in the form of student achievement.Originality/value– Since most studies on high-quality exchange indicators are limited to non-educational settings, this study extends this line of inquiry in public schools. It also contributes to school effectiveness literature by providing empirical evidence concerning the link between trust in principal, procedural justice, organizational citizenship behavior, and student achievement.

PENGARUH KEKUASAAN DAN KEPERCAYAAN TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) PADA GURU SEKOLAH DASAR NEGERI (SDN) DI RAWALUMBU BEKASI

The objective of this research is to obtain information about the effect of power and trust on teachers organizational citizenship behavior (OCB). This research used survey method with path analysis. Sample in this research was used simple random sampling.The conclusions of this research are: (1) There is a positive direct effect of power on organizational citizenship behavior (OCB). (2) There is a direct positive effect of trust on teacher organizational citizenship behavior (OCB). (3) There is a positive direct effect of power on trust.

Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers.

An Analysis of the Effects of Teacher-Teacher Trust on Teacher's Efficacy and Organizational Citizenship Behavior

An Analysis of the Effects of Teacher-Teacher Trust on Teacher's Efficacy and Organizational Citizenship Behavior

Teacher Gender as a Moderator of the On‐the‐Job Embeddedness–OCB Relationship1

Organizational citizenship behavior (OCB), a popular outcome measure in traditional work settings, was examined in a school context. On‐the‐job embeddedness (ONJE)—a component of a recently introduced antecedent of different organizational outcomes—and gender were included in a moderated regression analysis for predicting teacher OCB. ONJE and OCB scales were adapted for the present study and were administered to junior and senior high school teachers in Israel. The findings supported our hypotheses that ONJE predicts OCB and gender moderates this relationship such that high ONJE women scored higher on OCB than did low ONJE women. Men did not show any difference by ONJE level. The need for further research regarding other gendered occupations is discussed.