The Influential Model of Teachers' "Organizational Citizenship Behavior" in Elementary and Junior High Schools Author: Jao-nan Cheng(Graduate Institute of Education, National Taitung University)

Vol.&No.：Vol. 49, No. 1
Date：April 2004
Pages：41-62
DOI：10.3966/2073753X2004044901003

Abstract：

Organ's 1988 study on the concept of "Organizational Citizenship Behavior" looked at corporate organization and business management, and has promoted such behavior in public organizations and private enterprises. However, in the educational field OCB is still an unfamiliar concept. Therefore, a systematic study of teachers' OCB was thought to be vitally necessary. The study looked at teachers in elementary and junior high schools in Taiwan. The effective sample included up to 1138 teachers after sampling based on the percentage of teachers at each grade level.
The results of this study show that the major factors influencing a teacher's organizational citizenship behavior are the quality of the teacher's relationship with school authorities (administration), the degree of job support, the justice of rewards from the school and other feedback, procedural justice, and the degree of job satisfaction. If the teacher-administration relationship keeps improving and job support from the school authorities gradually increases, the teacher's organizational citizenship behavior will also be promoted. It is also good for the organizational citizenship behavior of teachers when the school procedures and the rewards for teachers are fair. Increasing job satisfaction also promotes the teacher's OCB. The "exchange relationship" between teacher- administration, degree of job support, "person-organization value fit" and "discipline-job fit" all lead to greater job satisfaction, thus promoting the teachers'organizational citizenship behavior.

Keywords：organizational citizenship behavior, social exchange, organizational justice, person-organization fit

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