Predicting the Organizational Citizenship Behaviors (OCBs) of Teachers
Abstract / Executive Summary
This study investigates the predictors of organizational citizenship behaviors (OCBs) in the context of educational organizations, specifically in the basic education sphere. The situational and dispositional factors that significantly predict OCBs were examined using stepwise regression analysis. The results show that teacher job satisfaction is the only dispositional attribute that significantly and independently predicts teachers’ OCBs toward their respective schools. Community engagement, a situational variable and subscale of organizational climate, reliably contributes to the regression equation when predicting teachers’ OCBs toward the team. Academic press and job satisfaction, both a situational variable and a dispositional attribute, significantly predict teachers’ OCBs toward their students. Finally, teacher job satisfaction and the organizational climate subscale, community engagement, are the most significant predictors of teachers’ overall OCBs. This finding relates to UNSDG 4, Quality Education, which emphasizes the need for inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. Improving organizational climate and job satisfaction can contribute to better quality education and ultimately, a more sustainable future.
Predicting the Organizational Citizenship Behaviors (OCBs) of Teachers
This study investigates the predictors of organizational citizenship behaviors (OCBs) in the context of educational organizations, specifically in the basic education sphere. The situational and dispositional factors that significantly predict OCBs were examined using stepwise regression analysis. The results show that teacher job satisfaction is the only dispositional attribute that significantly and independently predicts teachers’ OCBs toward their respective schools. Community engagement, a situational variable and subscale of organizational climate, reliably contributes to the regression equation when predicting teachers’ OCBs toward the team. Academic press and job satisfaction, both a situational variable and a dispositional attribute, significantly predict teachers’ OCBs toward their students. Finally, teacher job satisfaction and the organizational climate subscale, community engagement, are the most significant predictors of teachers’ overall OCBs. This finding relates to UNSDG 4, Quality Education, which emphasizes the need for inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. Improving organizational climate and job satisfaction can contribute to better quality education and ultimately, a more sustainable future.
