Organizational citizenship behavior (OCB) refers to all behaviors outside the formal role definition but which contribute to organizational functioning and performance. To date research has focused on teachers’ OCB in an attempt to identify the causes and consequences of such behavior for the individual and the organization. Questions that have yet to be addressed in the literature are: Do principals also engage in OCB? And if so, how do they interpret OCB, and what are its characteristics?
Since this is the first study to inquire into the phenomenon of OCB in the context of principalship, the qualitative method was chosen for the investigation. Fifteen post-elementary school principals were interviewed. Our findings identified four categories of principals’ OCB: effort invested in the school community; initiatives; supporting the local community; and other exceptional behaviors. We conclude by delineating the findings’ theoretical and practical implications and by introducing a proposed platform for new directions in OCB research.
RoshaAvney (2008). The perception of the school principal's role in Israel. A report by the official committee for formulating policy recommendations for the Ministry of Education. Avney Rosha. (Hebrew).
2.
BelogolovskyE., & SomechA. (2010). Teacher’ organizational citizenship behavior: Examining the boundary between in-role behavior and extra-role behavior from the perspective of teachers, principals and perents. Teaching and Teacher Education, 26, 914–923.
3.
BoglerR., & SomechA. (2005). Organizational citizenship behaviour in school: How does it relate to participation in decision-making?Journal of Educational Administration, 43(5), 420–438.
4.
BolinoM. C., & TurnleyW. H. (2003). Going the extra mile: Cultivating and managing employee citizenship behavior. Academy of Management Exacutive, 17(3), 60–71.
5.
BormanW. C., & MotowidloS. J. (1993). Expanding the criterion domain to include elements of contextual performance. In SchmittN., & BormanW. C., Personnel selection in organizations (pp. 71–98). San Francisco, CA: Jossey Bass.
6.
ChristO., van DickR., WagnerU., & StellmacherJ. (2003). When teachers go the extra mile: Foci of organizational identification as determinants of different forms of organizational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73, 329–341.
7.
CohenJ., McCabeL., MichelliN. M., & PickeralT. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
8.
CondieR., MunroB., SeagravesL., & KenessonS. (2007). The impact of ICT in schools - a landscape review.Quality in Education Centre, University of Strathclyde: Becta Research.
9.
ConwayJ. M. (1999). Distinguishing contextual performance from task performance for managerial jobs. Journal of Applied Psychology, 84(1), 3–13.
10.
DenzinN. K., & LincolnY. S. (2000). Handbook of qualitative research, (2nd edition). Sage Publications, Inc.
11.
DuyarI., & NormoreA. H. (2012). Discretionary behavior and performance in educational organizations: The missing link in educational leadership and management; Advances in Educational Administration.Emerald Group Publishing Limited.
12.
DiPaolaM. F., & Tschannen-MoranM. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11, 424–447.
13.
DiPaolaM. F., & HoyW. K. (2005). Organizational citizenship of faculty and achievement of high school students. High School Journal, 88(3), 35–45.
14.
ElkindD. (1997). Schooling and family in the postmodern world. In HargreavesA., Rethinking educational change with heart and mind (pp. 27–42). Alexandria: ASCD.
15.
FontanaA., & FreyJ. (2000). The interview. From structured questions to negotiated text. In DenzinN. K., & LincolnmY. S., Handbook of qualitative research, (2nd edition) (pp. 645–671). Sage Publications, Inc.
16.
GargP., & RastogiR. (2006). Climate profile and OCBs of teachers in public and private schools of India. International Journal of Educational Management, 20, 529–541.
GoldsteinD. (2014). The teacher wars: A history of America's most embattled profession.New York, NY: Random House.
19.
HillD. T. (2004). Crisis in the classroom.Springfield, IL: Charles C Thomas.
20.
HoyW. K., & MiskelC. G. (2008). Educational administration: Theory, research and practice, (8th edition). McGraw-Hill International Edition.
21.
IramY., & SchmidaM. (1998). The educational system of Israel.Westport, CT: Greenwood Press.
22.
JacksonJ. C. (2009). Organizational citizenship behaviors, collective teacher efficacy, and student achievement in elementary schools. A dissertation presented to the Faculty of the School of Education.The college of William and Mary in Virginia.
23.
JimmiesonN. L., HannamR. L., & YenG. B. (2010). Teacher organizational citizenship behaviors and job efficacy: Implications for student quality of school life. British Journal of Psychology, 101, 453–479.
24.
LeithwoodK., & HallingerP. (2002). Second international handbook of educational leadership and administration.Dordrecht: Kluwer Academic Publishers.
25.
LeithwoodK., & RiehlC. (2005). What we know about successful school leadership? In FirestoneW., & RiehlC., A new agenda: Directions for research on educational leadership (pp. 22–47). New York, NY: Teachers College Press.
26.
LeithwoodK., DayC., SammonsS., & HarrisA. (2006). Successful school leadership: What it is and how it influences pupil learning. Research report.Nottingham: University of Nottingham.
27.
LeithwoodK., DayC., SammonsS., HarrisA., & HopkinsD. (2006). Seven strong claims about successful school leadership.http://www.aede-france.org/Seven-strong-claims.html: NCSL: National College for School Leadership.
28.
LincolnY. S., & GubaE. G. (1985). Naturalistic inquiry.Sage Publications, Beverly Hills, Calif.
29.
LouisK. C., DretzkeB., & WahlstromK. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336.
MerriamS. B. (1998). Qualitative research and case study applications in eduction.San Francisco: Jossey-Bass Publications.
32.
MulfordB. (2003). School leaders: Challenging roles and impact on teacher and school effectiveness.OECD commissioned paper.
33.
MulfordB., KendallD., EwingtonD., EdmundsJ., & KenB. (2008). Successful principalship of high-performance schools in high-poverty communities. Journal of Educational Administration, 46(4), 461–480.
34.
NASSP. (2007). Changing role of the middle level and high school leader: Learning from the past — preparing for the future.National Association of Secondary School Principals.
35.
NutovL., & HazzanO. (2014). An organizational engagement model as a management tool for high school principals. Journal of Educational Administration, 52(4), 469–486.
36.
OplatkaI. (2006). Going beyond role expectations: Toward an understanding of the determinants and components of teacher organizational citizenship behavior. Educational Administration Quarterly, 42(3), 385–423.
37.
OplatkaI. (2012). Managing a school: From training to retirement.Haifa: Pardes. (Hebrew).
38.
OrganD. W. (1997). Organizational citizenship behavior: It's construct clean-up time. Human Performance, 10, 85–97.
39.
OrganD. W., PodsakoffP. M., & MacKenzieS. P. (2006). Organizational citizenship behavior: Its nature, antecedents, and consequences.London: Sage Publications.
40.
OwensR. G. (2001). Organizational behavior in education: Instructional leadership and school reform, (7th edition). Toronto: Allyn and Bacon.
41.
PodsakoffN. P., WhitingS. W., PodsakoffP. M., & BlumeB. D. (2009). Individual and organizational-level consequences of organizational citizenship behaviors: A metaanalysis. Journal of Applied Psychology, 94(1), 122–141.
42.
PodsakoffP. M., MacKenzieS. P., PaineJ. B., & BachrachD. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 2000, 26(3), 513–563.
43.
RossowL. F., & WarnerL. S. (2000). The Principalship: Dimensions in instructional leadership, (2nd edition). Carolina: Academic Press Durham, N.C.
44.
ScheinE. H. (2004). Organizational Culture and Leadership, (3rd edition) Jossey-Bass.
45.
SchwabD. P. (2004). Research methods for organizational studies, (2nd edition). Mahwah, NJ: Lawrence Erlbaum.
46.
ShkediA. (2003). Words that try to touch.Ramot: University of Tel-Aviv. (Hebrew).
47.
SomechA., & BoglerR. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38(4), 555–577.
48.
SomechA., & Drach-ZahavyA. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior. Teaching and Teacher Education, 16, 649–659.
49.
SomechA., & Drach-ZahavyA. (2004). Exploring organizational citizenship behavior from an organizational perspective: The relationship between organizational learning and organizational citizenship behavior. Journal of Occupational and Organizational Psychology, 77, 281–298.
50.
SomechA., & OplatkaI. (2014). Organizational citizenship behavior in schools: Examining the impact and opportunities within educational sysytems.London and New York: Routledge: Taylor & Francis Group.
51.
SomechA., & RonI. (2007). Promoting organizational citizenship behavior in schools: The impact of individual and organizational characteristics. Educational Administrative Quarterly, 5, 1–29.
52.
SnellR. S., & WongY. L. (2002). Citizenship in organisations: The good, the bad, and the fake. Hong Kong Institute of Business Studies Working Paper Series.
53.
StraussA., & CorbinJ. (1990). Basics of qualitative research: Grounded theory procedures and techniques.Newbury Park: CA: Sage Publication.
54.
StudniM., & OplatkaI. (2011). “That's beyond my role”: Components of organizational citizenship behavior among Israeli pre-school teachers. Dapim, 51, 105–139. (Hebrew).
55.
TurnipseedD. L., & VandeWaaE. (2012). The relationship between the four branch model of emotional intelligence and discretionary behavior of university educators. In DuyarI., & NormoreA. H.Discretionary behavior and performance in educational organizations: The missing link in educational leadership and management; Advances in Educational Administration, 13(pp. 3–30). Emerald Group Publishing Limited, UK.
56.
Vigoda-GadotE. (2006). Compulsory citizenship behavior: theorizing some dark sides of good soldier syndrome in organization. Journal for the theory of social behavior, 36(1), 77–93.
57.
WagnerC. A., & DiPaolaM. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. (Report). Journal of School Leadership, 21(6), 893–927.
58.
YaffeT., & KarkR. (2011). Leading by example: The case of leader OCB. Journal of Applied Psychology American Psychological Association, 96(4), 806–826.
59.
YosifonM., & ShmidaM. (2006). Towards a new educational paradigm in the Israeli educational system in the post-modern age.Tel-Aviv: CET: Innovations in Education. (Hebrew).
60.
YuklG. A., & HeatonH. (2002). Leadership in organizations, (5th edition). Upper Saddle River, NJ: Prentice Hall.
