Doctor of Education (Ed.D.)
Michael F. DiPaola
In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.
© The Author
Jurewicz, Marsha Moye, "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement" (2004). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618640.