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Identify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.

Surveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).

Teachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.

Although the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.

Principals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.

Open up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.

The purpose of this study is to investigate gender differences in transformational leadership and social exchange outcomes in public primary schools in Tehran, Iran.

A total number of 400 teachers and 77 principals completed questionnaires. Multivariate analysis of variance was performed to determine gender differences in transformational leadership dimensions including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Also, multiple regression was used to identify the impact of dimensions on three social exchange outcomes including procedural justice, trust in principal, and organizational citizenship behaviors of teachers.

Results showed that female principals as compared to male principals obtained significantly higher scores on transformational leadership dimensions and the greater amount of transformational behaviors displayed by them has accompanied with the greater prediction of social exchange outcomes.

This study suggests that there are some benefits associated with having female principals and schools could particularly benefit from developing principal training programs that focus on developing female principals qualities. Some following limitations could be avoided in future research: only relying on teacher rating of principal, possible effect of the teacher's gender on the relationship of transformational leadership with social exchange outcomes, and principal‐teacher gender mach limitation in rating principals.

Given the limited studies conducted on gender differences in transformational leadership and social exchange outcomes in schools and in Iran, this study provides empirical insights and extends this line of inquiry in public schools. This study confirms the results of previous studies which they have found females as more transformational than male counterparts and also provides new finding surrounding social exchange outcomes. These results could be influential in encouraging Iranian policy makers to further acknowledge women administration in public schools.

This research aims to assess the significant differences in the climate profile and organizational citizenship behaviors (OCBs) of teachers working in public and private schools of India.

The sample comprised of 100 teachers, out of which 50 teachers were from public school and 50 teachers were from private schools. Following data collection, significant differences regarding climate profile and OCBs were examined by using t‐test.

The findings indicated significant differences in the climate profile of public and private schools. Also, there was significant difference in the exhibition of citizenship behaviors of teachers working in public and private schools.

The research represents the beginning and not an end to the examination of climate of schools as well as exhibition of citizenship behaviors of teachers. The study makes feasible suggestions for improving the climate profile of private schools and citizenship behaviors of teachers. It also implies that to enhance the climate of private schools, appropriate strategy must be followed which can transform teachers to be creative, innovative, and flexible. Also, open communication and appropriate feedback must be encouraged which can build strong relationship between teachers and principal, which is generally stymied by the bureaucratic leadership styles of the principals.

This study provides further groundwork to assist administrators in identifying other areas which are sensitive to climate profile and behavioral aspects of school and aspects which can prevent from tarnishing the image of the school.

Research has shown that organizational citizenship behavior (OCB) has a positive and significant impact on organizational performance at a time when traditional monitoring and supervision practices are showing a declining influence. This has triggered numerous research undertakings exploring the antecedents of OCB, and how it can best be enhanced. Though many variables have been identified as predictors of OCB, the purpose of this paper is to focus on the influence of diversity management on OCB and two of its important antecedents: organizational commitment and work engagement.

The study used a survey instrument of pre-validated scales to measure banking sector employees’ perceptions of their affective and normative commitment (NC), OCB, and diversity management practices at their organizations. Structural equation modeling was used with AMOS (20) to empirically assess the relationships among constructs.

This study empirically confirmed the positive impact of diversity management on employees’ feelings of affective commitment to the organization and engagement at work, which in turn positively impact employees’ OCB. However, the findings negate any direct influence of diversity management on NC or on OCB.

This study fills a gap in the literature by questioning the validity of applying the social exchange theory to the concept of OCB.

The purpose of this paper is to explore the components and determinants of preschool teacher organisational citizenship behaviours (OCB), i.e. role behaviours that are discretionary, unrewarded and beyond formal‐role expectations.

A total of 12 Israeli kindergarten teachers and four supervisors participated in semi‐structured interviews during 2008‐2009.

It was found that preschool teacher OCB appears in professional (e.g. instructional innovations, diverse teaching methods, helping colleagues) and in inter‐personal (e.g. the children, the parents, the local community) arenas. Likewise, both personal and organisational determinants may account for the occurrence of this behaviour in preschool teaching.

It is recommended that education districts and superintendents facilitate preschool teacher OCB by promoting greater job autonomy for kindergarten teachers and forms of participative leadership among their supervisors.

Understanding preschool teacher OCB may fill in gaps in the theoretical knowledge about the nature of OCB among a group of employees that tends to work at small educational settings and has a limited scope of interactions with co‐workers and superiors.

The purpose of this study is to explore the mediating role of workplace attitudes: professional identity and career aspirations between perceptions of principals’ authentic leadership and teacher behaviors: intent to leave, organizational citizenship behavior, counterproductive work behavior, lateness and intention to leave among teachers.

The sample was composed of 605 teachers, randomly selected, nested in 41 Israeli elementary, junior high and high schools. Data analysis was based on multi-level structural equations.

The findings indicated that the more the school was perceived by the teachers as having an authentic leader, the professional identity of the teachers was higher and was negatively associated with counterproductive work behavior toward colleagues in the school, while the teachers’ career aspirations were higher and negatively associated with counterproductive work behavior toward the organization.

This study shows the importance of teachers’ individual and collective perceptions and their impacts on teacher behaviors. The practical contribution may include encouraging principals to promote high standards of authentic leadership, to raise teachers’ professional identity and their career aspirations and reduce teachers’ counterproductive work behavior and intention to leave.

This study aims to determine whether different perceptions based on a learner’s characteristics of age, gender, ethnicity, and duration of stay in Australia provide an explanation of teaching performance evaluations. Perceptions determine interpersonal behaviour (including communication and motivation)and the way a learner believes that they are going to be assessed by the teacher. Thereby, this will impact on a student’s formal evaluation of teaching performance through a student survey of teaching (SST). This study considers the existence of ethnic and gender bias in postgraduate students undertaking accounting‐related courses. The study applies a combination of quantitative online and offline surveys which include SST data and additional questions identifying demographic data to demonstrate that a learner’s evaluation of teaching performance is influenced by the learner’s perceptions. Whilst there were no significant findings related to gender, we identified that students from certain ethnic backgrounds and citizenship, had different perceptions of a teacher’s performance. In addition we identified age and duration of stay in Australia as two demographic elements which were also statistically significant.

Organizational citizenship behavior (OCB) has received much attention in the past decade as scholars have recognized its significant impact on the success of organizations. The current study seeks to enrich our understanding of citizenship behavior in the school setting by identifying the main factors that may enhance this behavior among teachers.

Specifically, the paper examines the direct effect of teachers' participation in decision making (PDM) on their OCB, and the impact of teacher empowerment, as a mediating variable, on this relationship. Data were collected from 983 teachers in 25 junior and 27 senior high schools in Israel.

Hierarchical regression analyses revealed that teacher empowerment played an important role in mediating the relationship between teachers' PDM and OCB. Involvement in decision‐making processes induces teachers to take on new roles and have a more direct impact on school life, which in turn might lead them to invest extra efforts in achieving school objectives. Principals and school administrators should acknowledge the importance of empowerment to teachers, and involve teachers in decision making within the managerial arena too.

The results of the study contribute to our understanding of the way PDM and OCB interact in schools, and the importance of teachers' sense of empowerment in explaining this relationship. Future research should further investigate the organizational citizenship within schools as little research has been conducted to date.

The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.

Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).

The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.

This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator.

Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data.

The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy.

Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers.

This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.