Teachers' Citizenship Behavior as a Predictor of Teaching Performance: Evidence From Pakistani Context

Abstract

Purpose of the study: The current study investigated the correlation between teachers' organizational citizenship behavior and teaching performance at the primary level in the Lahore division of Punjab province, Pakistan.
 Methodology: Researchers structured the descriptive and quantitative research, directed the positivistic paradigm, and obeyed the correlational design. The sample was selected on a random sampling technique named multi-stage sampling. Two hundred ninety subjects comprising male and female were selected from primary school. Two closed-ended tools were applied to collect the data. Both research instruments were pilot tested to ensure validity and reliability. Inferential statistical analysis techniques such as Pearson r, regression analysis, independent t-test, and one-way ANOVA were run for data analysis.
 Principal Findings: The results revealed a moderate statistically significant positive correlation between teachers' organizational citizenship behavior and teaching performance.
 Applications of this study: The current study is helpful in how teaching performance can be enhanced at the primary level in the Lahore division of Punjab province, Pakistan.
 Novelty/Originality of this study: for the first time, the association between organizational citizenship behavior and teaching performance at the primary level is examined in an emerging country like Pakistan.

Job Satisfaction and Organizational Commitment of Teacher-Researchers through Organizational Citizenship Behavior: A Literature Review

“…In accordance with studies conducted on university teachers in Pakistan, it was found that the relationship between OCB and JS factors is moderately positive and significant, especially towards altruism, courtesy, conscientiousness and civil virtue (Noor, 2009;Ahmad & Shahid, 2020;Shabbir et al, 2021). A comparison between private and public sector teachers was conducted, and it was found that private sector university teachers display more sportsmanship than their public sector homologues.…”

“…They also need to adopt more of a positive attitude and commitment, while tolerating unfavorable and complex situations (DiPaola & Tschannen-Moran, 2001;DiPaola & Hoy, 2005;Organ, 1997;Podsakoff et al, 2000;Zeinabadi, 2010;Zeinabadi & Salehi, 2011). The literature review allowed us to highlight the scope of organizational citizenship behavior in understanding and overcoming the constraints and demands imposed on Moroccan teacher-researchers by their academic environment (Ahmad & Shahid, 2020;Nugroho et al, 2020;Özaslan, 2019;Sajid & Akhtar, 2020;Shabbir et al, 2021;Soudikar, 2018). However, analysis of the literature reviews also revealed scattered results at several levels.…”

“…Not enough studies have examined the concept of organizational citizenship behavior in its two-dimensional form, so we want to revisit it while relating each of the two conceptions to job satisfaction and organizational commitment. A distinction between the two conceptions is strongly desired (Lavy, 2019;Nugroho et al, 2020;Sesen & Basim, 2012;Shabbir et al, 2021;Williams & Anderson, 1991;Zeinabadi, 2010;Zeinabadi & Salehi, 2011).…”

Role of Teacher for the Successful Implementation Activity Based Curriculum

“…The study employed a qualitative research design and aimed to gain a detailed understanding of the teacher's role in implementing the curriculum. The population of the study was all teachers who teach in public schools of Sahiwal district (Ali et al, 2021;Azeem et al, 2021;Faiz et al, 2021;Jabeen et al, 2022;Kanwal et al, 2022). Purposive sampling was used to select five participants from the population, all of whom were teaching in Govt Banat ul Islam High school.…”

Knowledge Management, Performance and Spirituality: A Causal Model on Organizational Citizenship Behavior of Teachers in Sectarian Private Schools

“…However, teachers' sharing of knowledge may be more strongly influenced by other organizational and individual characteristics, such as organizational commitment and work satisfaction (Hidayat & Patras, 2022). Several studies have found a positive relationship between teachers' organizational citizenship behavior and teaching performance (Arib, 2021;Ali et al, 2021). In the context of education, teachers who exhibit higher levels of organizational citizenship behavior tend to demonstrate better performance in the classroom.Further, organizational citizenship behavior teachers deal with increased collaboration between and among other teachers, proactive support in solving problems for others changes the attitude and social atmosphere of the organization as a whole and improves overall teaching performance (Khuzaini, Zainul, & Zamrudi, 2019).…”