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We study the role of school climate, and teacher task, and citizenship performance in mediating the effects of principal instructional leadership behavior on student achievement.

Structural equation modeling was applied to data obtained from 302 Indian secondary schools to test a mediated-effects model.

School climate was examined under two broad dimensions, the social and affective and the physical environment. Results of mediation analysis showed that the benefits of principal instructional leadership for student achievement are operationalized as an indirect effect. This indirect effect is realized primarily through the physical environment, and the in-role task performance of teachers. No significant contribution to the indirect effect through the social and affective environment was found. The latter, nonetheless, fully mediated the relationship between the instructional leadership and extra-role or citizenship behavior of teachers. These findings underscore the different and distinct mediating roles played by the social and affective, and physical dimensions of the school climate in our model.

To the best of our knowledge, the reported associations between principal instructional leadership, school climate and student achievement that take into account both the in-role and extra-role job performance of teachers within the purview of a single framework are new. Also, this is the first study exploring these relations in an Indian context.

Employability is a major educational goal, but employability programmes emphasise skill development, while employers value performance. Education acts as a model for employment, so educational performance assessment should be aligned with employment models. Consequently, the aim of this paper is to examine the relationship between educational and workplace performance, especially the role of Citizenship Performance within educational settings.

Students in an introductory university course rated their own personality, and weeks later assessed one another's Citizenship Performance. The relationship of these ratings to academic Task Performance was analysed with structural equation modelling.

Citizenship Performance was correlated with academic Task Performance, at a similar level to that found in workplace studies. Further, Citizenship Performance mediated the prediction of Task Performance by the personality dimension Conscientiousness, a major predictor of academic performance.

Use of separate raters for the various ratings and the study's longitudinal design provides assurance that results are not inflated due to measurement arteficiality, instead probably underestimating correlation strength.

Rather than treating employability skills as an additional educational component, university teachers should actively foster student Citizenship Performance within their courses. This will better prepare students for employment and in the short term will aid their studies. Attending to Citizenship Performance also provides benefits to students who are higher on Conscientiousness without restricting access to education based on personality.

This is the first study to demonstrate the relevance of Citizenship Performance within educational settings, or to explain how Conscientiousness affects academic performance.

The purpose of this study was to examine factors affecting teachers’ work performance (i.e., task performance and discretionary performance) and career aspirations (i.e., remaining a teacher, seeking promotion to a principalship, and career change). Applying an inclusive social-cognitive perspective, the study integrated the personal, organizational, and leadership domains to explain teachers’ task performance, discretionary performance, and career aspirations. The three domains, represented by the independent variables of self-efficacy, collective efficacy, perceived organizational support, and principal leadership styles, predicted teachers’ work performance and career aspirations. Participants included 897 public school teachers in a southern state in the United States. The data gathering instrument incorporated several previously validated scales on study constructs. The analyses indicated that teacher self-efficacy, collective efficacy, POS, and principal transformational leadership all significantly predicted the teachers’ task performance, discretionary performance, and career aspirations. Study findings suggest directions for future research on factors influencing teachers’ work performance and career aspirations.

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.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.

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.

The purpose of this study is to examine the relationship between interactional justice, as a type of organizational justice that reflects the teachers' perceived fairness of supervisor treatment, and their non‐task behavior in terms of organizational citizenship behavior (OCB) and deviant workplace behavior (DWB).

Data were collected from 270 teachers (by e‐mail) and 22,599 students (by personal distribution) at a Spanish public university. Structural Equation Modeling (SEM) was used for testing mediation and multiple regression for analyzing the non‐task and teaching satisfaction association.

Results show that justice is an antecedent of group commitment that fully mediates the relationship between justice and non‐task behavior except DWB‐Colleagues. Results also reveal an association between non‐task behavior, except DWB‐Organization and DWB‐Colleagues, and teaching satisfaction.

The researched teachers' job conditions are inherent to the peculiarities of the public sector that may limit the ability to extrapolate the findings in the private sector. The findings provide a more understandable mechanism of the influence of the supervisor's justice on non‐task behavior and, in turn, on teaching satisfaction.

These findings contribute to a better understanding of the ways in which universities can control non‐task behavior and provide lines to design a more efficient department management strategy. The emotional and fair proximity of the supervisor, eliciting the group teachers' sense of affective commitment, appears as an effective quality strategy for universities.

The study of the joint interaction of justice and group commitment variables against DWB and in favor of OCB, and its consequent effect on teaching quality, is unprecedented in higher education.

Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments.

By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers.

The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance.

The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.

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.