Top PDF A STUDY OF RELATIONSHIP BETWEEN ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND ORGANIZATIONAL CLIMATE OF SECONDARY SCHOOL TEACHERS

A  STUDY OF RELATIONSHIP BETWEEN ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND ORGANIZATIONAL CLIMATE OF SECONDARY SCHOOL TEACHERS

A STUDY OF RELATIONSHIP BETWEEN ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND ORGANIZATIONAL CLIMATE OF SECONDARY SCHOOL TEACHERS

Suggestions for developing Organizational Citizenship Behaviour among teachers In order to develop Organizational Citizenship Behaviour among teachers, it is essential to have provision of sound, conducive climate. The same could be nurtured through timely motivational activities conducted by school leaders. School Management should strategically plan to have growth avenues for top performers. More emphasis should be given to train teachers in their areas of strength so that bonding with the organization gets strengthened. A teacher who is physically, mentally, emotionally and financially sound with the provision of positive climate, will surely exhibit extra- role behaviours. Hence more emphasis should be given on developing and nurturing positive culture of professionalism. Outing, informal programmes and get together activities should be included in routine of teachers. Good, healthy reward system should be incorporated by the school management. Effective and unbiased system of communication be developed. Each and every teacher should be inducted about his/ her role, expectations of the organization and the mission and vision of the institution. This demands regular review & improvisation in the system along with progressive, instructional and visionary leadership demonstrated by School leaders and Top Management.
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The Relationship between Organizational Trust and Organizational Citizenship Behavior in Physical Education Teachers

The Relationship between Organizational Trust and Organizational Citizenship Behavior in Physical Education Teachers

The results of the study indicate that the inter- organizational trust and friendship of PE teachers is significantly high. Gholipour and Kakhaki (2009) results and the present results can be somewhat compatible. Based on studies of Podsakoff and Graham (1991), people who like philanthropy also want to have well social behaviors. The socialization process can improve organizational citizenship behavior on social interactions between customers and employees. In educational organizations, like schools, for many teachers who have better OCB in the organization could better represent the needs of the students are more active, and this increased confidence in the organization.
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Relationship of Workaholism with Teachers’ Organizational Commitment and Organizational Citizenship Behavior

Relationship of Workaholism with Teachers’ Organizational Commitment and Organizational Citizenship Behavior

Other findings of the current study indicated that workaholism and its components (work involvement, feeling of being driven to work, and work enjoyment) were significantly and positively correlated with organizational citizenship behavior. Moreover, the results of simultaneous multiple regression analysis demonstrated that all three components of workaholism could predict teachersorganizational citizenship behavior. These results showed that with an increase in teachers’ workaholism, their organizational citizenship behavior increased and vice versa. These findings are in line with the results of Spence and Robbins (1992), Gorgievski, Bakker, & Schaufeli (2010), Taris, Geurts, Schaufeli, Blonk, & Lagerveld (2008), Burke (2004), Snir and Harpaz (2004), Karasek and Theorell (1990), Ahmadi, Tahmabi, Babashahi and Fatahi (2010), Khaef Elahi, Nargesian, and Ba- bashahi (2012), Ziaee and Nargesian (2012). To explain these results, it can be noted that since workaholic teachers’ degree of work involvement is high, they feel a great tension towards their work and enjoy it; hence, they have a better level of organizational citizenship behavior including optional behaviors which are not among their formal responsibilities and are not directly considered by school and Department of Education. Teachers believe that these behaviors increase the overall effectiveness of the school; therefore, they conduct them. Em- pirical research conducted to predict factors leading to organizational citizenship behavior put an emphasize on some personality characteristics, including workaholism, which aid an individual to be motivated with a strong inner desire rather than external motivators (Spence & Robbins, 1992). Workaholics work harder and harder to achieve more success. Work involvement aids people to feel energetic and emotionally connected to their work, such that it provides the ground for working harder and enjoying the work more (Gorgievski et al., 2010). The study of Taris et al. (2008) demonstrated that workaholism may lead to spend a lot of energy and time much more than what the employee expected and committed to do and lead people to participate more in the work. A study conducted by Ahmadi et al. (2010) indicated that workaholics have high levels of life satisfaction, job performance, and organizational citizenship behavior and have low levels of stress and voluntary turnover.
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The Relationship between Favouritism Behaviours of Secondary School Administrators and Organizational Commitment of the Teachers

The Relationship between Favouritism Behaviours of Secondary School Administrators and Organizational Commitment of the Teachers

administrators’ favourtisim attitudes and behaviours and teachersorganizational commitment. In their research, Pounder and Blase (1988) tried to determine what the policies in the school mean to the teachers. More than 1/3 of the teachers expressed that school administrators were favoring and more than 60% of the teachers revealed that favouritism made by the managers negatively affected their performance in the class. Laker and Williams (2003) made a research called “Nepotism’s effect on employee satisfaction and organizational commitment: An empirical study”. The result of the study showed that employees displayed unsatisfying attitudes when they felt favouritism and injustice. Demaj (2012) made a research on nepotism, favouritism and cronyism and their impact on organizational trust and commitment; the service sector case in Albania. According to the findings of the study, nepotism has negative effects on employees’ organizational trust and commitment.
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Examining the Relationship of Organizational Citizenship Behavior with Organizational Commitment and Equity Perception of Secondary School Administrators

Examining the Relationship of Organizational Citizenship Behavior with Organizational Commitment and Equity Perception of Secondary School Administrators

To collect the data related to the variables under study, Podsakoff’s Organizational Citizenship Behavior Ques- tionnaire (2000) and Estrone’s Equity Perception Inventory (1996) were used. Podsakoff’s Organizational Citi- zenship Behavior Questionnaire has 20 items, assessing managers’ organizational citizenship behavior, using a 5-point Likert type scale (5 = strongly agree, 4 = agree, 3 = I have no idea, 2 = disagree, 1 = strongly disagree). Equity Perception Inventory has 21, 5-point Likert type scale items (5 = strongly agree, 4 = agree, 3 = I have no idea, 2 = disagree, 1 = strongly disagree) developed by Estrone. To measure organizational commitment, a ques- tionnaire developed by Steers and Porter (1998) including 15 questions was applied. This questionnaire has 7 options (1 = strongly disagree, 2 = somehow disagree, 3 = slightly disagree, 4 = neither agree nor disagree, 3 = slightly agree, 4 = somehow agree, strongly agree). Questions 1, 2, 4, 5, 6, 7, 8, 10, 13, and 14 are scored based on the mentioned points and questions 3, 7, 9, 11, 12, and 15 are reversely scored. The minimum possible score is 15 and the maximum score is 105. Higher scores indicate an individual’s greater commitment to the organiza- tion.
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A STUDY ON ORGANIZATIONAL CLIMATE AMONG HIGHER  SECONDARY SCHOOL TEACHERS IN THANJAVUR EDUCATIONAL DISTRICT

A STUDY ON ORGANIZATIONAL CLIMATE AMONG HIGHER SECONDARY SCHOOL TEACHERS IN THANJAVUR EDUCATIONAL DISTRICT

In order to find out the significant mean difference between married and unmarried teachers in organizational climate score, the investigator calculated ‘t’ value. It is found to be 1.1938 which is not significant at 0.05 level. Hence, the framed null hypothesis is accepted. It is inferred that married and unmarried teachers do not differ significantly in their organizational climate.

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Study of Organisation Citizenship Behaviour, Job Autonomy and Organisational Resources Towards Organisation Commitment in Private Schools in Malaysia

Study of Organisation Citizenship Behaviour, Job Autonomy and Organisational Resources Towards Organisation Commitment in Private Schools in Malaysia

The purpose of this study is to examine and gain a better understanding of the factors affecting organizational commitment in private schools of in Malaysia. The study investigated the impact of organizational citizenship behavior, job autonomy and organizational resources on organizational commitment. The survey was conducted in Perak, Selangor and Pahang. Printed questionnaires were used as a research instrument in the research methodology by distributing 378 copies of questionnaires across states. The data collected was tested and analyzed by using SAS Enterprise Guide in order to compute results such as reliability analysis, frequency analysis, Pearson correlation coefficient analysis and Multi-linear Regression analysis. The results showed a positive significant relationship between the independent variables (organizational citizenship behavior, job autonomy and organizational resources) and dependent variable (organizational commitment) among teachers in private schools in Malaysia. These results were further supported by previous studies and several recommendations have been discussed.
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RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL COMMITMENT AND ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN EDUCATION SECTOR

RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL COMMITMENT AND ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN EDUCATION SECTOR

Sources of Data: The study has based on both primary and secondary sources of data. Secondary research was conducted first. Most of the data required for the study were collected from primary source through structured questionnaire and personal interview. The secondary data were collected from different international and local publications; include internet articles, publications of similar studies and newspaper articles.

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Relationship of Organizational Trust and Organizational Justice with Organizational Citizenship Behavior of Female Teachers: Chain Mediation of Job Stress and Emotional Exhaustion

Relationship of Organizational Trust and Organizational Justice with Organizational Citizenship Behavior of Female Teachers: Chain Mediation of Job Stress and Emotional Exhaustion

Bootstrap test results showed no indirect effect of organizational trust and organizational justice on teachers’ OCB through chain mediation of job stress and emotional exhaustion. The literature review revealed the absence of organizational trust and organizational justice shows that in many cases perceived unfairness in organizations and a sense of fear and threat come from lack of trust in the organization due to feelings of tension and stress (Judge & Colquitt, 2004) which will lead to lower levels of personal emotional abilities and the efficiency of lower performance. The results of this study are inconsistent with these findings. Among the possible reasons that can be suggested for the meaning of these relations, OCB correlated with other variables that could vary in different regions such as culture, school leadership style, organizational politics, and motivation. Also, research by Dan Holm (2002) has shown that issues such as age and years of service of teachers working with their organizational citizenship behaviors are related. The results of her study (2002) found that younger teachers (21 to 25 years) with less work experience (6 to 10 years) than older teachers (41 to 45 years) and more experienced (16 to 20 years), behavior organizational citizenship to its more than that (quoted by Sobhaninezhad,Yvzbashi, Shatery, 2010). As mentioned in this study, the mean age of the participants in this study was 39.65 and the mean work experience of the participants was 19.92, According to the research that may lead to this relationship is not significant. On the other hand, exhaustion maybe occur as a result of long term stress, and since this study was not longitudinal the result is the affected. But the meaning of this relationship requires further investigation.
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The role of perceived organizational support and emotional intelligence towards workplace deviance among teachers

The role of perceived organizational support and emotional intelligence towards workplace deviance among teachers

Thus, workplace deviant behaviour is defined as the employees’ personal voluntary effort and behaviour that go against and violate the organizational norms which might threaten the well-beings of individual colleague, productivity of organization, or both (Robinson, 2008; Robinson & Bennett, 1995). Extensive number of researches has confirmed workplace deviance is negative, unpleasant, and disruptive behaviour that has negative relationship towards individual personnel and organizational well-being (Dunlop & Lee, 2004; Jelinek, 2012; Robinson, 2008). In fact, workplace deviance serve as the challenges for organizational growth (Lawrence & Robinson, 2007). Furthermore, workplace bullying can eventually leads to lower level of morale and self-esteem, higher level of stress and depression, and profound impact in psychological health of victim employee (de Gouda, Van Vuuren, & Crafford, 2005; Duffy & Sperry, 2007). In the worst situation, organization might need to take responsibility and face the possible lawsuit regarding the workplace aggression, even though these behaviours were aimed at individual workers (Speedy, 2006). Therefore, the first objective in this study is to determine the prevalence of workplace deviance among secondary school teachers.
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ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND TEACHER EMPOWERMENT AMONG SCHOOL TEACHERS

ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND TEACHER EMPOWERMENT AMONG SCHOOL TEACHERS

From table-II it is found that r-value of organizational citizenship behaviour and teacher empowerment of 250 female school teachers is 0.601 which is significant at 0.05 level and 0.01 level of confidence. Hence, there is a significant and positive relationship between organizational citizenship behavriour and teacher empowerment of female school teachers. Hence the Hypothesis". There exists no significant relationship between organizational citizenship behaviour and teacher empowerment among female school teachers” stands rejected.
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The Relationship between the Organizational Alienation and the Organizational Citizenship Behaviors of Primary School Teachers

The Relationship between the Organizational Alienation and the Organizational Citizenship Behaviors of Primary School Teachers

Some recommendations for practitioners and researchers are as follow: (1) According to the research results, it is essential to establish a proper environment for educational and training activities and to take into account teachers’ demands in the occupational and organizational fields. Within this context, teachers’ expectations related to their occupations should be determined and criteria preventing teachers’ alienation concerning these expectations should be developed. (2) The empowerment of communication within the organization, democratic leader, transparent management style, open communication channels, and teachers’ value judgments should be borne in mind in order to prevent alienation.(3) School administrators should establish a working environment in which less alienation is experienced and more citizenship behaviors are encouraged by providing teachers with humanitarian working conditions. (4) School administrators should involve teachers, educational employees, in making and applying decisions related to them by acting responsibly. Furthermore, school administrators should avoid the applications that weaken or disregard teachers’ value judgments and should establish open school climate. (5) Powerlessness (the dimension of organizational alienation) was detected to be the highest in the research. Thus, school administrators should endeavor to enable teachers to collaborate by inhibiting every application that will damage their perceptions of justice and equality by preventing teachers’ alienation and estrangement. (6) A mid-level, significant and negative oriented correlation was detected between teachersorganizational alienation and
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RELATIONSHIP BETWEEN SECONDARY SCHOOL TEACHERS OCCUPATIONAL COMMITMENT AND ORGANIZATIONAL CLIMATE

RELATIONSHIP BETWEEN SECONDARY SCHOOL TEACHERS OCCUPATIONAL COMMITMENT AND ORGANIZATIONAL CLIMATE

the distinctions of these forms of commitment (affective, continuance and normative occupational commitment) and factors associated with each of them in order to focus on whether they want to establish a policy of teachers’ commitment to their occupation. The practitioners should make clear which form of commitment teachers lack most and which form exists abundantly

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A  STUDY OF ORGANIZATIONAL CITIZENSHIP BEHAVIOUR OF SECONDARY SCHOOL TEACHERS

A STUDY OF ORGANIZATIONAL CITIZENSHIP BEHAVIOUR OF SECONDARY SCHOOL TEACHERS

Organizational Citizenship Behaviour (OCB) Scale: Organizational Citizenship Behaviour (OCB) Scale was prepared and standardized. Several items have been drawn from the standardised tools prepared by Van Dyne et al. (1994) and Moorman and Blackely (1995). The tool consists of 58 items categorised into 6 dimensions namely helping, sportsmanship, organizational loyalty, organizational compliance, individual initiatives and self- development. Organizational citizenship behaviour (OCB) scale is a Likert scale with the items to be ticked on a seven point rating scale - from Strongly Disagree (1) to Strongly Agree (7).
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The Moderating Role of Gender in the Relationship among Organizational Justice, Commitment, Job Satisfaction and Organizational Citizenship Behaviors of Secondary School Teachers

The Moderating Role of Gender in the Relationship among Organizational Justice, Commitment, Job Satisfaction and Organizational Citizenship Behaviors of Secondary School Teachers

In this sample, the affective and continuance commitments were correlated with both helping and compliance dimensions of OCBs, but it was opposite for continuance and normative commitment with helping dimension of OCBs. The employees with high affective commitment are likely to support their colleagues by voluntarily helping them. Contrary to most of the western countries, Pakistan (where these relationships were explored) is not only more strongly collectivist but also possesses a hierarchical social structure formally imposed from outside based on a risk-averse attitude and demanding normative commitment. This type of risk-aversive normative commitment gives rise to citizenship behaviors like sportsmanship (associated with a strong sense of obligation and duty) than most the western contexts. The fact that normative commitment was correlated with sportsmanship also supported this expectation of risk-aversive normative commitment is associated with sportsmanship dimension of OCBs in Pakistani culture.
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A Research Paper on Critical Evaluation of Literature Review on Emotional Intelligence in India

A Research Paper on Critical Evaluation of Literature Review on Emotional Intelligence in India

R. Krishnakumar, S. Lalitha(2014) reviewed a topic “A Study on Emotional Intelligence and Occupational Stress. The objectives of the study are to measure the emotional intelligence of the employees, to measure the occupational stress of the employees,to ascertain the relationship between emotional intelligence and occupational stress of the employees. The study consist of 42 samples, workers who works for a BPO engage in ePublishing and digital solutions located in Puducherry, South India. The study revealed there is positive relationship between emotional intelligence and occupational stress.
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Moderating role of psychological capital between perceived organizational support and organizational citizenship behavior and its dimensions

Moderating role of psychological capital between perceived organizational support and organizational citizenship behavior and its dimensions

The present study is a cross sectional survey design with self-report measures. The correlational nature of our findings does not warrant any causal interpretations. The main setback of using self-report instruments is response set and inflation of measured relationships among variables. Therefore, it is suggested that in future research, data should be obtained from supervisors as well as coworkers. The present study has been conducted with employees of a specific area of Pakistan, so it is not likely to generalize the findings of the study on the population of banks in all cities of Pakistan, which may have varying organizational climate and environment. The generalization can be enhanced if different banks from all over the country are included in such a research. The current research results cannot be generalized to organizations other than banks, which have entirely different environment, organizational climates, procedures, rules and regulations. It is recommended to incorporate other organizational sectors such as education sector, telecommunication sector, military services, and civil services so that findings can be generalized across occupations and organizations.
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Teaching hospitals and correlation between organizational climate and organizational commitment

Teaching hospitals and correlation between organizational climate and organizational commitment

This descriptive cross-sectional study was performed from February to June 2013. The research participants consisted of all managers and staff working at four selected teaching hospitals affiliated to Tehran University of Medical Sciences. Three questionnaires including the questionnaire of Halpin and Craft’s description of organizational climate, Meyer and Allen’s questionnaire of organizational commitment, and a demographic questionnaire (gender, marital status, age, education, job categories, and years of experience, type of employment, shift work, income, and job level) were filled for participants. All the questionnaires were validated by experts, and their reliability was calculated in a randomly selected sample of 20 participants using Cronbach's alpha. The study protocol was approved by the Ethics Committee of the Iran University of Medical Sciences with code number of 93/D/105/3113. The purpose of the study was explained to the participants and informed consent was obtained before enrollment. Considering the organizational commitment questionnaire, the reliability coefficients for affective, normative, and continuous commitment were 0.694, 0.832, and 0.754, respectively. Regarding the organizational climate indices, the reliability coefficients for spirit, hindrance, engagement, intimacy, consideration, aloofness, and production emphasis were 0.795, 0.876, 0.851, 0.827, 0.764, 0.837, and 0.877, respectively. The total reliability coefficient was 0.828, as well. Five-point Likert scales were used in the questionnaire of organizational commitment and climate. This study examined eight dimensions of organizational climate including sprit, hindrance, intimacy, engagement, consideration, aloofness, trust, and production emphasis and three dimensions of organizational commitment including affective, continuous and normative. A sample size of 317 participants was calculated based on a sampling formula for finite population. To calculate the standard deviation, 20 questionnaires were filled in by employees at a selected hospital.
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The impact of mediating and moderating relationship between organizational justice and employee training on organizational citizenship behaviour

The impact of mediating and moderating relationship between organizational justice and employee training on organizational citizenship behaviour

Training is a planned activity taken by the organization to transfer the job knowledge and skills, and improve the attitude and behavior of employees which is consistent with the organizational goals (Noe, 2008). Training helps the employees to learn innovative knowledge and skills which are required to successfully complete a job task. Training not only assists the employees to learn innovative skills but also help them to develop for longer term (Dias & Silva, 2016). Training usually comprises educating to employees new skills, helping them to perform a specific task, providing them chance to get practices of a particular technique (Noe, 2008). Providing employees with significant and purposeful training program benefits the organization to get success in the competitive market. It is significant for the organizations to develop such a training program that meets the needs of both employees and organization (Ng & Dastmalchian, 2011). Maximum benefits can be achieved from training program that are properly planned and carefully implemented. This study adopted three dimensions of perception of training: availability of training, supervisor support for training, and coworker support for training (Bartlett, 2001; Bulut and Culha, 2010; Newman et al., 2011).
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A Study of Job Satisfaction in Public and Private School Teachers with reference to Visakhapatnam City

A Study of Job Satisfaction in Public and Private School Teachers with reference to Visakhapatnam City

The article is a study to examine job satisfaction in public and private school teachers. ‘Job satisfaction’ refers to the attitudes and feelings people have about their work. Positive and good attitudes towards the job show job satisfaction. Negative and adverse attitudes towards the job show job dissatisfaction. There has also been significant interest in the complicated relationship among an individual’s job satisfaction and satisfaction with other aspects of his or her life. It was put forwarded to study of job satisfaction in public and private school teachers. To test this hypothesis the researcher conducts this study to examine the teacher’s job satisfaction. A questionnaire was developed with 25 items and 5 options. A sample of 150 public and private school teachers was selected for the study. Data analysis was conducted through ‘t-test’ and ‘ANOVA’ Which showed that there is no significance difference between teacher’s job satisfaction in public and private schools.
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