The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

Abstract

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu

“…In the same way, Somech and her colleagues (Bogler & Somech, 2004;Somech & Drach-Zahavy, 2000a) found that teachers with high self-efficacy displayed high levels of OCBs toward their colleagues and the organization. A very recent study conducted by Choong et al(2019) among 411 teachers in secondary schools indicated that teachers' self-efficacy dimensionsgeneral teaching and personal teaching -are positively related to OCB.…”

The influence of servant leadership on psychological empowerment and organisational citizenship on a sample of teachers

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Organisational citizenship behaviour entails the display of voluntary extra-role behaviours that are not formally paid for but are essential for organisational success (Katz, 1964;Organ, 1988). Generally, OCB has been found to be related to teacher efficacy and workplace spirituality (Choong, Ng, Ai Na, & Tan, 2019;Mahipalan & Muhammed, 2019) and reduced turnover intention (Risa & Purba, 2019). It has also been reported that OCB predicts quality, creativity and efficient performance (Yaakobi & Weisberg, 2020).

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Does Servant Leadership Stimulate Work Engagement? The Moderating Role of Trust in the Leader

“…Trust can be defined as “ A psychological condition characterized by the goal of tolerating vulnerability based on favorable expectations of another's intentions or behavior .” (Rousseau et al, 1998 , p. 395; Ali and Zafar, 2021 ). Trust in the leader has been an important area for research studies and has been studied concerning job antecedents and work outcomes (DeConinck, 2011 ), for example, Organizational citizenship behavior (Choong et al, 2019 ; Ayub et al, 2021a , b ), organizational commitment (Abbas et al, 2021 ), job satisfaction (Fard and Karimi, 2015 ), job performance (Zhu et al, 2021 ), and proactive behavior (Parker et al, 2006 ).…”