Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

Abstract

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

Impact of satisfaction and commitment on teachers’ organizational citizenship

“…In many following research, this twodimensional construct was preferred (e.g. Ertürk, 2007;Jimmieson, Hannam & Yeo, 2010;Karriker & Williams, 2009;Lavelle et al, 2009). OCBs toward individuals in schools include teachers' behaviors toward colleagues, students, and students' families.…”

The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

“…Son zamanlarda yönetim alanyazınında örgütsel vatandaşlık kavramını ele alan çalışmalara sıkça rastlanmaktadır (Baş ve Şentürk, 2011;DiPaola ve Tschannen-Moran, 2001;Ilisu, 2012;Jimmieson, Hannam ve Yeo, 2010;Somech ve Ron, 2007;Yılmaz, Altınkurt ve Yıldırım, 2015;Zeinabadi ve Salehi, 2011). Özellikle sosyal ve açık bir sistem özelliği gösteren örgütlerin, sürekli değişen koşullar altında varlıklarını sürdürebilmeleri, biçimsel iş tanımlarının ötesine geçebilen çalışanlarıyla mümkün görünmektedir.…”

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

“…Specifically, this study examines the relationship between OCB and teacher attitudes, such as the teacher's commitment to the school (affective commitment and value congruence commitment), perceived organizational support (POS), and job satisfaction. Schools can derive considerable benefit from better understanding this behavior and its causes, so as to encourage a higher level of organizational citizenship behavior among teachers and increase school effectiveness [10].…”