Teachers' organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader–member exchange

P.R. Runhaar, J. Konermann, K. Sanders

Research output: Contribution to journalArticleAcademicpeer-review

30 Citations (Scopus)

Abstract

The increasing demands that schools are confronted with recently, require teachers' commitment and contribution to school goals, regardless of formal job requirements. This study examines the influence of teachers' work context, in terms of autonomy and leader–membership exchange (LMX), on the relationship between their work engagement and organizational citizenship behaviours (OCBs). A distinction is made between OCBI, targeted at benefits for the individual, and OCBO, targeted at benefits for the organization. Survey data from six Dutch schools for secondary education (n = 211), showed that autonomy and LMX both weakened the relationships between work engagement and OCBI and OCBO respectively.
Original languageEnglish
Pages (from-to)99-108
JournalTeaching and Teacher Education
Volume30
DOIs
Publication statusPublished - 2013

Fingerprint

citizenship
autonomy
teacher
job requirements
school
secondary education
commitment
organization

Keywords

  • job-satisfaction
  • mediating role
  • moderating role
  • performance
  • schools
  • empowerment
  • perspective
  • context
  • metaanalysis
  • substitutes

Cite this

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Teachers' organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader–member exchange. / Runhaar, P.R.; Konermann, J.; Sanders, K.

In: Teaching and Teacher Education, Vol. 30, 2013, p. 99-108.

Research output: Contribution to journalArticleAcademicpeer-review

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