Organizational Citizenship Behavior in Schools and Its Relationship to School Climate

By Michael F. Dipaola, Megan Tschannen-Moran. 2001

374 citations recorded by the source corpus.

Subfields: Gender Studies, Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/b5b6ff4319f5df04b14c5696fec3ecf290cb45b0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. H. Zeinabadi
2. A. Somech
3. Wayne K. Hoy
4. Izhar Oplatka
5. Keyvan Salehi
6. Alper Ertürk
7. I. Ron
8. Ronit Bogler

In Organizational Behavior and Human Resource Management

1. A. Somech
2. H. Zeinabadi
3. Izhar Oplatka
4. Keyvan Salehi
5. I. Ron
6. Wayne K. Hoy
7. E. Vigoda-Gadot
8. Itai Beeri

In Strategy and Management

1. A. Somech
2. H. Zeinabadi
3. Keyvan Salehi
4. Wayne K. Hoy
5. Izhar Oplatka
6. Alper Ertürk
7. I. Ron
8. Ronit Bogler

Citations in the corpus

• Psychological Empowerment as a Mediator Between Teachers’ Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors (2014, background): “In a school setting, OCB consists of contributions that teachers freely choose to make or withhold, knowing that their actions are neither sanctioned nor incentivized (DiPaola & Tschannen-Moran, 2001; Organ & Konovsky, 1989).”
• Going Beyond Role Expectations: Toward an Understanding of the Determinants and Components of Teacher Organizational Citizenship Behavior (2006, background): “…of this phenomenon in the workplace have been suggested by, mostly, American scholars (e.g., Bolino, 1999; Diefendorff, Brown, Kamin, & Lord, 2002; Dipola & Tschannen-Moran, 2001; Kidwell et al., 1997; Organ, 1988, 1997; Turnipseed, 2002; Van Dyne, Graham, & Dienesch, 1994; Wayne & Green, 1993;…”
• Promoting Organizational Citizenship Behavior in Schools: The Impact of Individual and Organizational Characteristics (2007, background): “In other words, schools could not achieve their goals if teachers limited their contributions only to those specified in their job descriptions (DiPaola & Tschannen-Moran, 2001).”
• School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “Organizational citizenship is a constellation of school behaviors that includes helping colleagues, conscientiousness, civic virtue, courtesy, and sportsmanship, all of which occur freely and voluntarily (DiPaola and Hoy, 2005a, 2005b; DiPaola and Tschannen-Moran, 2001; DiPaola and Neves, 2009; Orga”
• Managing Job Attitudes: The Roles of Job Satisfaction and Organizational Commitment on Organizational Citizenship Behaviors (2016, background): “Success of schools essentially depends on teachers who are willing to go beyond role expectations voluntary (DiPaola & Tschannen-Moran, 2001).”
• School Characteristics that Foster Organizational Citizenship Behavior (2005, background): “The few studies that have examined organizational citizenship behavior report the significance of the concept because it relates to both student achievement (DiPaola & Hoy, 2005) and the openness of the school climate (DiPaola & Tschannen-Moran, 2001).”
• JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT AS ANTECEDENTS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) OF TEACHERS (2010, methodology): “Success of schools fundamentally depends on teachers who are willing to go beyond role expectations voluntary (DiPaola & Tschannen-Moran, 2001).”
• Role of procedural justice, trust, job satisfaction, and organizational commitment in Organizational Citizenship Behavior (OCB) of teachers: Proposing a modified social exchange model (2011, methodology): “Moreover, teachers help students on their own time, stay after school to help if necessary, and stand firm the temptation to give students active homework and coursework (DiPaola & Tschannen-Moran, 2001; DiPaola & Hoy, 2005; Woolfolk Hoy, Hoy & Kurtz, 2008).”
• Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools. (2004, background): “Research on OCB in schools is very limited (DiPaola & Tschannen-Moran, 2001).”
• Organizational Citizenship of Faculty and Achievement of High School Students (2005, background): “Teachers routinely perform behaviors directed toward helping individuals, both clients and colleagues, as part of their professional identity (DiPaola & Tschannen-Moran, 2001).”
• Group-Level Organizational Citizenship Behavior in the Education System: A Scale Reconstruction and Validation (2007, background): “Extended to the school at large, OCB includes suggesting improvements in pedagogical issues or talking favorably about the school to outsiders (e.g., DiPaola & Tschannen-Moran, 2001; Somech & Drach-Zahavy, 2000).”
• Increasing organizational citizenship behaviors of Turkish academicians (2007, background): “More recently in their study, DiPaola and Tschannen-Moran (2001) also found that two dimensions covered all aspects of organizational citizenship in schools.”