Leader Member Exchange, Psychological Empowerment, and Organizational Trust as Antecedents of Organizational Citizenship Behaviour among Teachers

Leader Member Exchange, Psychological Empowerment, and Organizational Trust as Antecedents of Organizational Citizenship Behaviour among Teachers.

ABSTRACT  

This empirical study examined leader member exchange, psychological empowerment, and organizational trust as antecedents of organizational citizenship behaviour among teachers. Two hundred and fifty-five (255) teachers comprising 127 males and 128 females were randomly selected using cross sectional design from teachers of four secondary schools in Nsukka Local Government Area. Their ages ranged between 23 to 60 years.

Four instruments that were locally standardized using Nigerian participants were used for data collection. Leader Member Exchange Scale, Psychological Empowerment Scale, Organizational Trust Index, and Organizational Citizenship Behaviour Scale. Result hierarchical multiple regression indicated that leader member exchange was a positively significant predictor of organizational citizenship behaviour among teachers (β = .56, p < .05), accounting for 22% of the variance in organizational citizenship behaviour of teachers.

Similarly, Psychological empowerment was a positively significant predictor of organizational citizenship behaviour among teachers (β = .34. P < .05), accounting for 24% of the variance in organizational citizenship behaviour of teachers. Also, Organizational trust was found to be a positively significant predictor of organizational citizenship behaviour among teachers (β = .60, p < .01), accounting for 28% of the variance in organizational citizenship behaviour of teachers was explained on account of organizational trust (∆R2 = .28). 

INTRODUCTION  

Human resources are the most strategic asset of an organization. In recent times, the new approaches to management of organizational behaviour have shown that responsible, committed; teachers are considered one of the most basic factors of education organizational success. In organization for instance, individual behaviour in work the place such as assisting other employees are very important.

One of such behaviours that have recently attracted the interest of researchers is organizational citizenship behaviour (OCB) among teachers. Teacher’s activities concern students/pupils (customers). These activities are a vital factor in developing teacher-student relations. One of the most important factors which can be employed to better the behaviour, attitudes and interactions of teachers in order to improve the quality of educational services is OCB (Hui, Lam & Schaubroeck, 2001).

For decades now, many researches on organizations focused on Organizational Citizenship Behaviour (OCB). This is probably because OCB enhanced the ability to attract and retain the best people, the stability of organizational performance, the ability to adapt to environmental changes, and the creation of social capital. In the past 20 years, increased attention has been given to describing aspects of individual job performance that fall outside the bounds of traditional conceptualizations of quantity or quality of task performance.

Researchers have adopted a variety of different labels to describe these aspects, including organizational citizenship behaviour (Organ, 1988; Smith, Organ., & Near 1983), prosocial organizational behaviour (Brief & Motowidlo, 1986), organizational spontaneity (George & Brief, 1992; George & Jones, 1997), contextual performance (Borman & Motowidlo, 1993; Motowidlo & van Scotter, 1994), and extrarole behavior (Van Dyne, Cummings, & McLean Parks, 1995; Van Dyne & LePine, 1998). 

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StudentsandScholarship Team.