Going beyond Role Expectations: Toward an Understanding of The Determinants and Components of Teacher Organizational Citizenship Behavior

Autor/in	Oplatka, Izhar
Titel	Going beyond Role Expectations: Toward an Understanding of The Determinants and Components of Teacher Organizational Citizenship Behavior
Quelle	In: Educational Administration Quarterly, 42 (2006) 3, S.385-423 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X05285987
Schlagwörter	Teaching Conditions; Teacher Behavior; Teacher Role; Interviews; Foreign Countries; Principals; School Supervision; Administrator Behavior; Values; Teacher Attitudes; Teacher Characteristics; Teacher Student Relationship; Teacher Administrator Relationship; Collegiality; Extracurricular Activities; Teaching (Occupation); Administrator Role; Altruism; Prosocial Behavior; Israel + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Interviewing; Interviewtechnik; Ausland; Principal; Schulleiter; Schulaufsicht; Wertbegriff; Teacher student relationships; Lehrer-Schüler-Beziehung; Kollegialität; Außerunterrichtliche Aktivität; Teaching; Lehrberuf; Altruistic behavior; Altruismus
Abstract	Purpose: To fill the gap in theoretical and empirical knowledge on the patterns of organizational citizenship behavior (OCB) in school, the aim of this study was to explore the components of teacher OCB as well as its personal and contextual determinants. Research Design: Semistructured interviews were conducted with 50 schoolteachers, 10 principals, and 10 supervisors, all from the elementary and secondary educational systems of Israel. The analysis followed the principles of qualitative research. Findings: The article presents an initial conceptualization of the components of teacher OCB. Among these components are supportive behaviors toward students and colleagues, initiation of changes and innovations in teaching, strong orientation toward the organization, and strong loyalty to the teaching profession. In addition, the study identified a variety of determinants of teacher OCB, such as the school principal, the teacher's character, and the school's climate. Conclusions: Empirical and practical implications for the educational system and the educational research are suggested. Principals are strongly encouraged to establish a school environment that promotes OCB-oriented teachers and to create workshops to help him or her in this task. Researchers of educational systems are provided with new directions for research on the teacher's role and behavior. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10