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The purposes of this study was to obtain a greater understanding of the consequences of teacher organizational citizenship behavior (OCB) for the teachers who perform OCBs in prevention education as well as for their classrooms and schools as perceived by the teachers and the principals themselves. Based on semi-structured interviews with 30 high-school teachers and 10 principals in the Israeli educational system, the present study found both positive and negative consequences of teacher OCB in prevention education. Among the positive consequences are self-fulfillment, social acknowledgment of the teacher's unique contribution, high levels of trust toward the teacher, and a sense of professional effectiveness. Among the negative consequences are negative relationships with colleagues, depletion of personal energy, and limited time with the teacher's family. Theoretical and practical insights are provided.

The purpose of this paper is to understand the role of self-efficacy and family supportive organizational perceptions (FSOP) on organizational citizenship behaviour (OCB) among engineering college teachers.

Teachers (n=183) from public and private engineering colleges in the southern part of India were selected using purposive sampling technique. Survey method was used to collect data using the following scales: new general self-efficacy scale, teacher OCB scale and FSOP scale. Hierarchical regression analyses was used to test the hypotheses.

Regression analyses showed general self-efficacy having a significant positive effect on all the sub-dimensions of teacher OCB and as well as on the overall OCB score. On the other hand, FSOP had a significant positive impact only on teachers’ OCB towards the institution. In terms of moderation effect, FSOP moderated the relationship between self-efficacy and teachers’ OCB towards the institution.

One of the major limitations of this study is its relatively small and region-specific sample. The sample is also limited to engineering college teachers only.

The findings from the study reiterate the need to nurture a positive organizational culture towards work-life balance issues in academic institutions. The study also shows that FSOP can be a powerful motivating factor to encourage teachers to participate in institute-level activities.

Most of the earlier studies on teacher OCB are in the context of schools but the present study focuses on the role of internal attributes and organizational-level factors in teacher OCB.

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.

The purpose of this paper is to examine the relationships between HR practice (four aspects), organisational commitment and citizenship behaviour at primary schools in Taiwan. The four human resource (HR) aspects include: recruitment and placement (RP), teaching, education and career (TEC) development, support, communication and retention (SCR), and performance and appraisal (PA).

With the assistance from the school HR managers and using an anti-common method variance strategy, research data from 568 incumbent teachers in Taiwan are collected, analysed and evaluated.

Different from prior studies, highlighting the merits of HR practice, the study discovers that HR practice may not necessarily contribute to citizenship behaviour. Teachers with positive perceptions of RP and TEC are more likely to demonstrate citizenship behaviour, whereas teachers with positive perceptions of SCR and PA are not. In addition, the study finds three moderators: affective organisational commitment (AOC), rank of positions, and campus size. The analysis shows that teachers with more AOC, higher positions and from smaller campus are more likely to demonstrate organisational citizenship behaviour (OCB).

The study provides a closer look at the HR-OCB relationship in Taiwan. It reveals that a positive perception of HR practice may not necessarily contribute to OCB occurrence. In addition, the results indicate that teachers have different views about varying HR aspects. Specifically, aspects of RP and TEC development receive relatively higher levels of positive perception, whereas aspects of SCR and PA receive relatively lower levels of positive perception. Questions arise as to whether HR practice may lead to more OCB at primary schools. If this statement is true, school managers shall think further of how to promote OCB using other policies, rather than relying on the HR practice investigated here.

Professionals and employees have been documented to perform a wide variety of extra‐role activities (also called organizational citizenship behaviors (OCB)) for which they are neither paid, nor obliged to accomplish by superiors. The paper aims to obtain greater understanding of the consequences of teacher OCB to the teachers who perform this kind of behavior as well as to their school.

Fifty Israeli elementary and secondary schoolteachers (40 female, ten male) participated in this study. Ages ranged between 28 and 64, with teaching experience in years ranging between 8 and 38. Open‐ended questions were used to gain the respondents' subjective conceptualizations of OCB and its outcomes for the teacher and the school.

The paper shows that the performance of extra‐role, non‐obligatory, and unrewarded tasks and activities in teaching is perceived by teachers who perform these tasks to have some influence upon themselves (e.g. a sense of self‐fulfillment, higher levels of job satisfaction), their students (e.g. higher students' achievements) and the whole school (e.g. improved school discipline and school image). Implications for further research on teacher OCB are suggested.

The paper offers insights into the implications for teachers, pupils and schools of OCB in teaching.

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.

Organizational citizenship behaviors (OCB) have been studied in both private and public sector organizations in countries around the globe. The purpose of this study is to compare the perceptions of the OCB construct between American and Portuguese public secondary school teachers and test an operational measure of the construct for schools across the two cultures.

Teachers' perceptions of the OCB in their schools were measured using the Organizational Citizenship Behavior Scale. This operational measure, developed in the USA, was translated for use with Portuguese teachers. Data from samples of US and Portuguese secondary schools were compared. Principal axis factor analyses, reliability coefficients, and other descriptive data were used to verify the factor structures, number of factors, and reliability of the measure across these two cultures.

Both versions of the OCB Scale (American and Portuguese) were reliable and stable; they worked well for both high schools and middle schools in Portugal and in the USA. One factor of organizational citizenship emerged. The operational measure used to measure OCB in public schools in this study is reliable and stable, despite cultural differences.

OCB are important because they influence organizational effectiveness. Despite cultural variations, and dramatic historical differences in their public education systems, this operational measure of OCB was effective. It provides researchers and practitioners a reliable and valid measure to assess the OCB of school organizations.

This was the first attempt to determine the integrity of an operational measure of OCB across cultures. The construct has been studied in schools in different countries using different operational measures, which blurred the definition of the construct and made it difficult to study and compare to other variables of effectiveness.

The purpose of this paper is to examine relationship between teacher competences and organizational citizenship behavior (OCB) with empowerment as a mediating factor.

The study took a cross-sectional descriptive and analytical design. Using cluster and random sampling procedures, data were obtained from 383 usable questionnaires. Data were analyzed through SPSS and Analysis of Moment Structures.

Results indicated that planning, continuous assessment and initiating as operant teacher competences were significantly and positively related to empowerment. Also, empowerment was significantly and positively related to OCBs. Similarly, empowerment came out as a full mediator of the relationship between the teacher competences and OCBs.

The study is relevant in that heads of schools will ensure they set up and implement human resources policies and practices that are favorable to building empowerment and OCB. School heads will be able to closely adhere to planning, initiating and continuous assessment rules in order to promote teacher empowerment and OCB. Government could appraise school heads based on whether they can successfully implement operant competence related rules on the employees

The findings theoretically reconceptualize competences from the objectivist to the constructivist perspective. Planning, initiating, continuous assessment and empowerment make significant variations in OCB. The study demonstrates that empowerment translates the inputs of teacher competence into OCB.

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB.

The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers.

The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB.

The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

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.