How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

Purpose: Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships. Design/methodology/approach: Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools. Findings: Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported. Research limitations/implications: The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables. Practical implications: The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB. Originality/value: The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.