Organizational Citizenship Behavior: Social valorization among pupils and the effect on teachers’ judgments

Abstract

In this article, the concept of Organizational Citizenship Behavior (OCB) is transposed from a work context, in which it was developed, to secondary school. Two studies test the assumption of a social valorization of OCB declaration in a school context. In Study 1, 445 pupils (sixth-graders to ninth-graders) answered an OCB questionnaire, specifically designed for this population, according to the three instructions of the self-presentation paradigm. The ANOVAs indicated (1) a higher frequency of declared OCBs for girls than for boys, which decreases with school grade, and is higher for the dimension of Organizational Compliance, and (2) a significant OCB clearsightedness, more significant when presenting oneself to teachers than to parents and peers, and higher for Individual Development, Altruism and Organizational Compliance dimensions. In Study 2, 46 teachers examined the report of a fictitious pupil expressing a high or low frequency of OCB (judge paradigm). The ANOVAs indicated that the teachers' judgement was more favorable towards the pupil expressing high rather than low frequency of OCB. The normative component of OCB, the social and institutional function which the OCB can fulfill, and the evaluation devices in secondary school are then discussed.Respect for others and for public rules is some sort of guarantee against acts of violence and incivility in any organization. These socially expected attitudes and behaviors represent highly valued, but implicit, social skills. The objective of this article is to examine the role of evaluation in the appearance of such social skills, specifically in a school context.Up until the start of the new school year in 2006 1 , which is when we examined this subject, these social skills were outside any prescribed rules or proscriptions registered in the establishment's list of regulations. They are then close to the Organizational Citizenship Behaviors (OCB) defined in the literature in a work context. At first, we shall consider this

The Social Utility of Ambivalence: Being Ambivalent on Controversial Issues Is Recognized as Competence

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The Impact of Sociable Learning Model to the Children’s Social Citizenship Competencies

“…The constructed sociable learning model considered having the capability in encouraging the children to attain learning experiences contextually through the game of learning that indicated by the perceivable result of meaningful learning, integrated, based on values, challenging, and activating. The sociable learning model construction conceptually adopted from the conception of organizational citizenship behavior (OCB) that had been brought by Esnard & Joufree [10] within the preschool educational setting. The main OCB conceptions are containing some of the principles such as a) Altruism, b) Sportsmanship, c) Organizational Loyalty, d) Organizational Compliance, e) Individual Initiative, f) Citizenship Virtue, and g) Self Development.…”

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

“…In the world context of work with the term Citizenship Organizational Behavior (OBC), Organ, (1988); Podsakoff et al, (2015); Podsakoff et al, (2000) ;Ertürk, (2007); Chou & Pearson, (2012), then pro-social studies also began to enter this OBC study (Mayfield & Taber, 2010). And not limited there, this OBC concept was adopted also in the school context (Esnard & Jouffre, 2008). So, by tracing these studies, we can map where the position of social behavior in the pre-school context.…”