Article

Influence of Teacher Empowerment on Teachers’ Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools

Department of Education and Psychology, The Open University of Israel, P.O. Box 39328, 16 Klausner Street, Tel Aviv 61392, Israel
Teaching and Teacher Education (Impact Factor: 1.32). 04/2004; 20(3):277-289. DOI: 10.1016/j.tate.2004.02.003

ABSTRACT

The present study focuses on the relationship between teacher empowerment and teachers’ organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of 983 teachers in Israeli middle and high schools. Pearson correlations and multiple regression analyses indicated that teachers’ perceptions of their level of empowerment are significantly related to their feelings of commitment to the organization and to the profession, and to their OCBs. Among the six subscales of empowerment, professional growth, status and self-efficacy were significant predictors of organizational and PC, while decision-making, self-efficacy, and status were significant predictors of OCB. Practical implications of the study are discussed in relation to teachers, principals and policy-makers.

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    • "There is a large body of literature concerned with organizational citizenship behaviors because scholars have recognized the significant impact of organizational citizenship behavior on the success of an organization (e.g., Somech & Drach-Zahavy, 2000; Bogler & Somech, 2005; Li, Liang, & Crant, 2010). In these studies, several conditions have been identified as possible antecedents of organizational citizenship behavior. "
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    ABSTRACT: Problem of Study: Research on social exchange relationships does not take into account another vital component of organizational life—namely an individual’s sense of belonging and identity. Organizational identification is one of the most crucial factors holding employees together and keeping them committed to the organization. Many studies demonstrated that organizational identification is positively related to organizational citizenship behavior. Some researchers have suggested that organizational identification also might play an important role in social exchange processes. In recent years, the dominant approach has been to conceptualize the relationship among perceived organizational justice or perceived organizational support and organizational identification in terms of social identity as well as social exchange processes. Purpose of Study: The purpose of the present study was to investigate how the organizational identification mediates the impact of perceptions of organizational justice and organizational support on organizational citizenship behaviors in the context of Turkish preschool teachers. Methods: Data for this study were collected via a survey of 169 preschool teachers who completed measures of organizational citizenship behavior, organizational identification, organizational justice, and perceived organizational support. In analyzing the collected data, a two-step approach was adopted to test measured variables describing four latent constructs. Findings and Results: The model was specified and tested using structural equation modeling and was found to fit the data reasonably. The study findings show that the model was found to be effective in explaining the variance of organizational citizenship behaviors. Perceived organizational justice and organizational support together explained 70% of the variance in teachers’ organizational identifications. Organizational identification explained 79% of the variance in teachers’ organizational citizenship behaviors. Conclusions and Recommendations: As an overall conclusion, the results of the study demonstrate that teachers’ identification with the school play a significant role in promoting organizational citizenship behaviors. Furthermore, this study’s findings also suggest that organizational identification serves as an integral mediating mechanism among teachers’ organizational citizenship behaviors, perceived organizational justice, and organizational support based on exchange and identity theories. Because teachers’ organizational citizenship behavior improves school effectiveness, principals should understand the antecedents of these behaviors and be able to make use of them.
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    • "The important point here is that organizational citizenship behaviors do not simply occur haphazardly within an organization, but are behaviors directed towards, or seen as, benefiting the organization. Third, organizational citizenship behavior has a multidimensional nature (Bogler & Somech, 2004; Somech & Ron, 2007; Belogolovskya & Somech, 2010; Podsakoff, Podsakoff, MacKenzie, & Maynes., 2014). "
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    ABSTRACT: The purpose of the present study was to compare organizational identification and organizational citizenship behaviors of public and private preschool teachers. Participants included 159 teachers from diverse school backgrounds with a wide range of teaching experience. The data of the research were collected with Organizational Citizenship Behavior and Organizational Identification Scales. Differences in organizational citizenship behaviors and organizational identification between public and private school teachers were tested using Multivariate Analysis of Variance. The results of the study indicated that there was a statistically significant difference in teachers’ organizational citizenship behaviors and organizational identification based on their job status.
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    • "OCB and performance Bolger and Somech (2004) found the same in an educational setting. Indeed, Bolger and Somech (2004) found that teachers who have high expectations of themselves and believe they will perform effectively and successfully in school carry out extra functions beyond those formally assigned to them. Likewise, a meta-analysis of 33 studies found a strong path between self-efficacy and job performance (Chen et al., 2001): "

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