Social Exchange Theory as an Explanation of Organizational Citizenship Behaviour among Teachers

Autor/inn/en	Elstad, Eyvind; Christophersen, Knut Andreas; Turmo, Are
Titel	Social Exchange Theory as an Explanation of Organizational Citizenship Behaviour among Teachers
Quelle	In: International Journal of Leadership in Education, 14 (2011) 4, S.405-421 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2010.524250
Schlagwörter	Foreign Countries; Leadership; Citizenship; Social Exchange Theory; Educational Environment; Urban Schools; Structural Equation Models; Teacher Behavior; Behavior Theories; Secondary School Teachers; Leadership Effectiveness; School Administration; Principals; Administrator Behavior; Trust (Psychology); Teacher Administrator Relationship; Adult Educators; Teacher Surveys; Norway + Suchen Sie Ihr Suchwort? Ausland; Führung; Führungsposition; Staatsbürgerschaft; Theorie des sozialen Wandels; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher behaviour; Lehrerverhalten; Führungseffizienz; Principal; Schulleiter; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Norwegen
Abstract	Primary processes in schools are hard to pin down despite attempts to measure central aspects of processes and outputs. For this very reason, it is important that teachers are motivated to go above and beyond their formal job responsibilities, a phenomenon called organizational citizenship behaviour. Social exchange theory is a theoretical explanation for organizational citizenship behaviour. This study examines a model of clear leadership and relational building between head and teachers as antecedents, and organizational citizenship behaviour as a consequence of teacher-school exchange. One purpose of this study is to explore the nature of exchanges between parties in the organization of teachers' work and examine the relative impact of these aspects on organizational citizenship behaviour. The methodology adopted was a cross-sectional survey of 234 secondary teachers. The structural equation analysis indicates a strong support for the importance of principal-teacher trust on social exchange and indirectly an impact on organizational citizenship behaviours. We also found some moderate support for the importance of clear leadership on organizational citizenship behaviours. This article presents suggestions for future research and possible implications for practice. (Contains 2 figures, 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10