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When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers
Author(s) -
Christ Oliver,
Dick Rolf,
Wagner Ulrich,
Stellmacher Jost
Publication year - 2003
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709903322275867
Subject(s) - identification (biology) , psychology , organizational citizenship behavior , structural equation modeling , german , social psychology , citizenship , confirmatory factor analysis , organizational identification , applied psychology , organizational commitment , law , biology , history , statistics , botany , mathematics , archaeology , politics , political science
Background: Psychological variables should play an important role in determining teachers' involvement in behaviours not directly or formally forced by contracts. Organisational identification as proposed from the Social Identity Approach is examined as a possible determinant of organisational citizenship behaviour (OCB) among schoolteachers. Aim: The aim of the present study was to explore the relationships between different foci of organisational identification and different forms of OCB in schools. Sample: Data sets of altogether 447 German school teachers who filled in all relevant items in a cross‐sectional questionnaire are used for analyses in the present study. Methods: Standardised questionnaires measuring organisational identification and OCB were administered. Results: Exploratory and confirmatory factor analyses revealed the proposed foci of identification (i.e., career identification, team identification, and organisational identification), as well as different forms of OCB (i.e., OCB towards the own qualification, towards the team, and towards the organisation). Structural equation modelling supports the main hypothesis that foci of identification relate differentially to forms of OCB. Conclusions: The results emphasise the importance of organisational identification as a determinant of OCB in schools. Practical implications are discussed.