Causal Factors Affecting Teachers’ Work Performance with Organizational Citizenship Behavior as an Intervening Variable

Abstract

The objectives of this research were 1) to study level of teachers’ work performance, organizational citizenship behavior (OCB), perceived organizational support, and perceived organizational justice. 2) to develop and examine a causal model of teachers’ work performance with organizational citizenship behavior (OCB) as an intervening variable using empirical data; and 3) to examine both direct and indirect effects upon teachers’ work performance. The sample consisted of teachers in the schools under the supervision of the local administrative organization; local provincial education subdivision 3 (mid central provincial cluster), of 405 people. They were selected base on sample random sampling and proportional stratified random sampling.  There was questionnaire for the research. Data were analyzed by the average, standard deviation and the causal structural models.

The research results revealed that (1) teachers’ work performance was in a fairly well levels, organizational citizenship behavior (OCB), perceived organizational support and perceived organizational justice were in a fairly high levels. (2) the causal structural model of teachers’ work performance were in accordance with the empirical data; (3) teachers’ work performance received direct effects from OCB, perceived organizational support, and perceived organizational justice. Furthermore, teachers’ work performance also received indirect effects from perceived organizational support and perceived organizational justice through OCB.