Teacher's organizational citizenship behavior in the context of personality traits,well-being and employment uncertanity

Abstract

Background:

As change management in schools is considered a matter of great importance, a deeper understanding and analysis of the organizational behavior of employees is a prerequisite for effectively managing educational institutions that strive for high quality in competitiveness. Therefore, this work pays great attention to the organizational citizenship behavior of teachers, which is viewed through the prism of personality traits, well-being, and job insecurity.

Objective:

The aim of this research was to examine whether there are differences in the personality traits, work orientations, subjective well-being and perceived employment uncertainty between the teachers with pronounced OCB and those with low level of OCB. Also, potential predictive value of this variables and OCB of teacher was tested.

Methods:

The research sample consisted of 982 teachers employed in primary schools. A canonical discriminant analysis was applied to determine whether it would be possible to distinguish between teachers who are characterized by pronounced organizational citizenship behavior and those who do not, based on a set of variables that consist of personality traits, organizational orientation, well-being, employment uncertainty, income satisfaction, duration of employment and education level.

Results:

Results show that teachers with high scores of OCB (Altruism, Courtesy, Civic virtue, Sportsmanship behavior, Conscientiousness) are characterized by highly pronounced traits (Honesty, Conscientiousness, Agreeableness) followed by an orientation toward advancing in the hierarchy of an organization, and thus a higher level of subjective well-being.

Conclusions:

It's clear that teachers’ responsibility, commitment and inventiveness to their roles could be crucial factors for realization of educational values and goals. Bearing in mind that teachers are the basis of overall functioning of human resources in school and that they are more flexible and creative than technological and structural school's resources, they could be seen as main resource for raising the level of school organization effectiveness and productivity and the quality of education in general.