Perceived organizational support and organizational citizenship behavior of secondary school teachers

Abstract

The purpose of this study was to investigate the relationship between perceived organizational support and organizational citizenship behavior among secondary school teachers. The study intended to achieve the following objectives; to find out the levels of perceived organizational support, to find out the levels of organizational citizenship behavior and to find out whether perceived organizational support and organizational citizenship behavior are significantly related. A correlational study design was used in the study to establish the relationship between perceived organizational support and organizational citizenship behavior among primary school teachers. The study used a total sample of 143 respondents who were subjected to simple random sampling technique. Data was then collected using self-administered questionnaires. The data was analyzed using statistical package for social sciences, percentages and Pearson correlation coefficient (r) were used to test the hypothesis. The levels of perceived organizational support were high and the results revealed relatively high levels of organizational citizenship behavior. Findings also revealed that there is a significant relationship between perceived organizational support and organizational citizenship behavior (r=.258, p<0.05). Since high levels of both variables were observed, it means that teachers who perceive that they are supported by their schools engage in extra activities that will benefit their organization. Several policies should be drafted by the Ministry of Education and school heads to make their employees feel appreciated and cared for so as to have them engage in activities that will benefit the school.