Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

Jimmieson, NL, Hannam, RL and Yeo, GB (2010) Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life. British Journal of Psychology, 101 3: 453-479. doi:10.1348/000712609X470572

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Author Jimmieson, NL
Hannam, RL
Yeo, GB
Title Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life
Journal name British Journal of Psychology   Check publisher's open access policy
ISSN 0007-1269
2044-8295
Publication date 2010-08
Sub-type Article (original research)
DOI 10.1348/000712609X470572
Volume 101
Issue 3
Start page 453
End page 479
Total pages 27
Place of publication Oxford, United Kingdom
Publisher John Wiley & Sons
Collection year 2011
Language eng
Formatted abstract
The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI – student-directed behaviour) and two dimensions of organization-focused OCB (OCBO – civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student–teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress. © 2010 The British Psychological Society.
Keyword Goal orientation
Self-efficacy
Professional development
Contact employees
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2011 Collection
School of Psychology Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 8 times in Thomson Reuters Web of Science Article | Citations
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Created: Sun, 18 Jul 2010, 00:08:20 EST