Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19

Ronit Bogler; Anit Somech

doi:10.1016/j.tate.2023.104183

Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19

Ronit Bogler, Anit Somech

Education discipline

Research output: Contribution to journal › Article › peer-review

Abstract

The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs “during COVID-19″ than “before COVID-19,” mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.

Original language	English
Article number	104183
Pages (from-to)	104183
Journal	Teaching and Teacher Education
Volume	130
DOIs	https://doi.org/10.1016/j.tate.2023.104183
State	Published - Aug 2023

Bibliographical note

Funding Information:
This research was supported by The Open University of Israel's Research Fund .

Publisher Copyright:
© 2023 Elsevier Ltd

© 2023 Elsevier Ltd. All rights reserved.

Keywords

COVID-19
Organizational citizenship behavior
Teachers

Access to Document

10.1016/j.tate.2023.104183

Cite this

@article{7547afc2728e4982bced88249d0deda7,

title = "Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19",

abstract = "The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs “during COVID-19″ than “before COVID-19,” mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.",

keywords = "COVID-19, Organizational citizenship behavior, Teachers",

author = "Ronit Bogler and Anit Somech",

year = "2023",

month = aug,

doi = "10.1016/j.tate.2023.104183",

language = "אנגלית",

volume = "130",

pages = "104183",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Ltd.",

}

TY - JOUR

T1 - Organizational citizenship behavior (OCB) above and beyond

T2 - Teachers' OCB during COVID-19

AU - Bogler, Ronit

AU - Somech, Anit

PY - 2023/8

Y1 - 2023/8

N2 - The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs “during COVID-19″ than “before COVID-19,” mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.

AB - The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs “during COVID-19″ than “before COVID-19,” mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.

KW - COVID-19

KW - Organizational citizenship behavior

KW - Teachers

UR - http://www.scopus.com/inward/record.url?scp=85159831118&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2023.104183

DO - 10.1016/j.tate.2023.104183

M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???

C2 - 37223776

AN - SCOPUS:85159831118

SN - 0742-051X

VL - 130

SP - 104183

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104183

ER -

Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this