Organizational Citizenship of Faculty and Achievement of High School Students

By Michael F. Dipaola, Wayne K. Hoy. 2005

266 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/20efa731e79d189fe14b8def18f548609dc00004

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In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

Role of procedural justice, trust, job satisfaction, and organizational commitment in Organizational Citizenship Behavior (OCB) of teachers: Proposing a modified social exchange model (2011, background): “Organizational Citizenship Behavior (OCB) is a useful term to illustrate these voluntary teachers' behaviors that that are not performance expectations of their formal role (DiPaola & Hoy, 2005).”
Consequences of unit-level organizational citizenship behaviors: A review and recommendations for future research (2014, methodology): “Finally, some studies (e.g., DiPaola & Hoy, 2005) have created ad hoc measures of unit-level or group-level OCB that are fairly unique to their specific study.”
JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT AS ANTECEDENTS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) OF TEACHERS (2010, background): “Schools are service organizations staffed by teacher professionals who are generally committed to doing what is best for their clients (DiPaola & Hoy, 2004).”
Group-Level Organizational Citizenship Behavior in the Education System: A Scale Reconstruction and Validation (2007, background): “Moreover, during organizational changes, when job definitions are ambiguous, schools will have to be more dependent on teachers who are willing to contribute to successful change, regardless of formal job requirements (DiPaola & Hoy, 2005a, 2005b).”
School Characteristics that Foster Organizational Citizenship Behavior (2005, background): “…socioeconomic status: faculty trust in students and parents (Bryk & Schneider, 2002; Goddard, Tschannen-Moran, & Hoy, 2001), collective efficacy (Goddard, Hoy, & Woolfolk, 2000), academic emphasis (Goddard, Sweetland, & Hoy, 2000), and organizational citizenship behavior (DiPaola & Hoy, 2005).”
Promoting Organizational Citizenship Behavior in Schools: The Impact of Individual and Organizational Characteristics (2007, background): “Therefore, behaviors that go beyond in-role duties become a fundamental component for achieving effectiveness in schools (DiPaola & Hoy, 2005a, 2005b).”
The Relationship Between Distributed Leadership and Teachers’ Academic Optimism (2008, methodology): “Applied to schools, DiPaola and Hoy (2005) found a significant relationship between the OCBs of staff in a high school and their students’ achievement on standardized tests.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “…suggest a significant and positive correlation between organizational citizenship behavior of faculty and student achievement in both reading and mathematics (e.g, r = .30–.34 in DiPaola & Hoy, 2005), with the effect of teacher OCB’s having approximately the same impact as SES on student learning.”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “This also implies that teachers may voluntarily accept responsibility for work-related outcomes well beyond their formal obligations (cf. DiPaola & Hoy, 2005; Fischman, DiBara, & Gardner, 2006).”