The Relationship between Principals’ Self-Efficacy and the Organizational Citizenship Behavior of Teachers

Date of Award

Spring 6-8-2017

Document Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor/Committee Member

Dr. John Bond

Second Advisor/Committee Member

Dr. Bill Nagy

Third Advisor/Committee Member

Dr. William Prenevost


Albert Bandura, social cognitive theory, self-efficacy, collective efficacy, organizational citizenship behavior, principal self-efficacy, student achievement, threat rigidity


Self-efficacy and organizational citizenship behaviors in schools are critical to understanding interactions between principals and teachers. The main purpose of this research is to look for the relationship between principals’ self-efficacy (PSE) and organizational citizenship behavior (OCB) of teachers. Theoretically, self-efficacy is rooted in constructivism, and, particularly, is rooted in social cognitive theory, which is grounded in the work of Bandura. OCB, according to Organ, Podsakoff, and MacKenzie (2006), is defined as “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization” (p. 3). Williams (1988) asserted that OCB is composed of two dimensions: benefits to the individual and benefits to the organization. Interestingly, there is no study, thus far, that addresses the connection between PSE and the OCB of teachers.

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