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Organizational citizenship behaviors, collective teacher efficacy, and student achievement in elementary schools
Jackson, Jeffrey C.
Jackson, Jeffrey C.
Abstract
This study sought to examine relationship between teacher organizational citizenship behaviors (OCB), collective teacher efficacy (CTE), and student achievement in urban elementary schools. A convenience sample of 1,327 teachers from 35 elementary schools from a single urban school district completed surveys designed to measure OCB and CTE. Student achievement data were based on performance on the Virginia Standards of Learning exams for grade 3 and 5 mathematics and reading.;Pearson correlation statistics revealed a significant positive relationship between OCB and CTE. Significant positive relationships were found between OCB and student achievement scores in grade 3 mathematics, grade 5 mathematics, and grade 5 reading. CTE demonstrated a significant positive relationship with student achievement scores in grade 3 reading, grade 5 reading, and grade 5 mathematics.;Regression analysis revealed that student socioeconomic status had a negative relationship with student achievement on all measures within each of the three models. Within the model that considered OCB, SES, and student achievement, OCB was found to be a significant predictor of student achievement on the grade 3 mathematics, grade 5 mathematics, and grade 5 reading SOL exams. Within the model that considered CTE, SES, and student achievement, CTE was found to be a significant predictor of student achievement on the grade 3 reading, grade 5 mathematics, and grade 5 reading SOL exams. When all variables were considered simultaneously, OCB was found to be a significant predictor of student achievement on the grade 3 mathematics SOL exam. CTE was not a significant predictor of student achievement on any achievement measure.
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2009-01-01
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3392567.pdf
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Education
DOI
https://dx.doi.org/doi:10.25774/w4-e34v-hv77