Exploring Dimensions of Teachers’ OCB from Stakeholder’s Perspective: A Study in India

Abstract

Parents are real beneficiaries of school services. Their involvement in school based activities has changed the role breadth of teachers. Schools can handle this parental involvement through the extra-role behaviors of teachers. These beyond the job behaviors or organizational citizenship behaviors (OCB) of teachers are crucial for the schools. Despite the prescribed roles and duties, the schools cannot predict and infer through formally stated in-role job description, the entire range of extra-role behavior exhibited by teachers during and after school. In this study, teacher’s role breadth is examined under the broad spectrum of Organizational Citizenship Behavior (OCB) which resulted into a conceptual model on the determinants of teacher’s OCB. A qualitative evaluation (grounded theory) of 40 interviews has been conducted with all the stakeholders of school in India viz., principals, fellow-teachers, students, and parents. The most striking finding is that teachers are displaying prosocial behavior. Teacher’s OCB is found to have three determinants—OCB-Individual, OCB-Organization and OCB-Prosocial. Involvement of parents in school are redesigning and affecting the actions of teacher. Further, the implications and directions for future research have also been discussed.

Impact of psychological capital on organizational citizenship behavior

“…OCB has been classified in several ways. Some scholars have classified it based on the nature of these behaviors such as altruismhelping behaviors and compliance behaviorsportsmanship and conscientiousness (Shaheen et al, 2016), whereas others have classified it based on the recipient of these behaviors. In addition, Williams and Anderson (1991) classified OCB into OCBI and OCBO based on the intended beneficiary.…”

“…In addition, Williams and Anderson (1991) classified OCB into OCBI and OCBO based on the intended beneficiary. The voluntary behaviors directed toward colleagues are called OCBI, and the behaviors directed toward organizationpunctuality and working overtimeare called OCB-O (Shaheen et al, 2016). Former includes behaviors that have an immediate benefit specifically on individuals, thus indirectly contributing to the organization, whereas the latter includes behaviors that are directly beneficial for the organization instead of an individual.…”

Linking home–work interface, work engagement and psychological capital to customer advocacy

“…Past studies have examined the impact of work engagement on the extra-role behaviours of employees within the boundary of the organisation but have not captured their extra-role behaviours as directed towards the customer. Shaheen et al (2016) suggests that extra-role prosocial behaviours can be directed towards the customers on the basis that customers are one of the critical stakeholders and beneficiaries of the organisation. This is a preliminary study that endeavours to fill this gap by examining the impact of work engagement on the customer level construct of customer advocacy.…”

Does family come first? Family motivation-individual’s OCB assessment via self-efficacy

“…It is beyond the formal performance appraisal stimulation mechanism. Literature has detailed out various classifications of OCB, such as altruism (OCBI), compliance (organizational citizenship behavior organizational (OCBO)), conscientiousness, sportsmanship, civic virtue, initiative and helpfulness (Chen et al, 2017;Foote and Li-Ping Tang, 2008;Meynhardt et al, 2018;Podsakoff et al, 2000;Shaheen et al, 2016). These classifications are underlined keeping in view the behavioral outcomes of the employees.…”

“…The OCBI benefits individuals (i.e. co-workers and colleagues) and it contributes to the organization indirectly (Chen et al, 2017;Shaheen et al, 2016) whereas, OCBO benefits organizations directly instead of individuals (Chen et al, 2017;Shaheen et al, 2016).…”