Teachers’ Organizational Citizenship Behavior as a Predictor of Organizational Success in the Educational Context of Pakistan
DOI:
https://doi.org/10.62843/jrsr/2026.5a174Keywords:
Organizational Citizenship Behavior, Organizational Success, Secondary Schools, Teacher Behavior, Educational Management, PakistanAbstract
Organizational success in educational bodies depends not only on structural assets and administrative policies but also on teachers’ discretionary behaviors that facilitate institutional functioning. The current study examined teachers’ organizational citizenship behavior as a predictor of organizational success in public secondary schools of District Mardan, Khyber Pakhtunkhwa, Pakistan. A quantitative research design was employed to answer the research question posed concerning the extent of the relationship between teachers’ OCB and organizational success. Based on stratified random sampling, a sample of 335 teachers from 118 schools was selected through Krejcie and Morgan table. Data were collected using a structured questionnaire consisting of 30 items measured on a five-point Likert scale, covering all the dimensions of OCB and organizational success indicators. Descriptive statistics, Pearson correlation, and multiple regression analysis were employed to analyze the data. The findings revealed that teachers demonstrated moderately high levels of OCB, with altruism and conscientiousness showing the highest mean scores. The result of the correlation analysis confirmed the existence of a positive substantial correlation between OCB and organizational success. Regression results further showed that altruism and conscientiousness were the two components that significantly predicted organizational success, whereas courtesy and civic virtue did not demonstrate significant predictive effects. The study concludes that teachers’ voluntary behaviors play an exceptional role in enhancing institutional effectiveness. Strengthening collaborative culture, encouraging teacher participation in decision-making, and promoting professional commitment may further improve organizational success in public secondary schools.
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