Studying the relationship between self-efficacy and organizational citizenship behavior(case study : Islamic Azad University Zone 1)

Transcription

1 International Research Journal of Applied and Basic Sciences 2015 Available online at ISSN X / Vol, 9 (9): Science Explorer Publications Studying the relationship between self-efficacy and organizational citizenship behavior(case study : Islamic Azad University Zone 1) Nima Shahidi 1, Seyed Ali Shamsnia 2, Sara Baezat 3 1.Assistant Professor, Department of Education, Nourabad Mamasani Branch, Islamic Azad University, Nourabad Mamasani, Iran 2. Kavar Educational Center of Applied Science and Technology,Kavar, Iran 3. M.A in Preschool Education, Shiraz, Iran Corresponding author shahidi_nima@yahoo.com ABSTRACT: The main purpose of this research was to study the relationship between, organizational citizenship behavior and self-efficacy of faculty members in zone 1 of Islamic Azad University. The population of this research was 2181 faculty members and random stratified cluster sampling used to choose 436 faculty members as sample according to Krejcy & Morgan table. shwarzer et al (1991) selfefficacy questionnaire (chronbach alpha=0.82) and podsakoff et al (2000) organizational citizenship behavior (chronbach alpha=0.84) questionnaire, with appropriate validity based on the specialists points of view were used to conduct this research. Pearson correlation coefficient and stepwise regression tests were used to analyze the relationship between faculty members self-efficacy and their organizational citizenship behavior. Results showed that all dimensions of organizational citizenship behavior had significant relationship with faculty members self-efficacy. Among the dimensions of organizational citizenship behavior, Altruism and Courtesy had a significant power for predicting faculty members selfefficacy Keywords: Self-efficacy, Organizational citizenship behavior, Faculty members, Islamic Azad University INTRODUCTION Nowadays educational systems and universities have an important role in societies. As one of the reasons of the success of modern organizations is hiring employees whose behaviors are not limited to the official roles. faculty members of universities should pay attention to their roles in this new societies which faces many new challenges. Faculty members have been asked to adopt behaviors beyond their traditional roles. This extra behaviors are prosocial,and organ(1988) defined them as organizational citizenship behavior. He identified five types of organizational citizenship behavior: altruism, courtesy, sportsmanship, civic virtue, and conscientiousness. The presence of OCB in universities and among faculty members has a significant correlation with job satisfaction and organizational development (Jamali, Poorzahir & Salehi, 2009) and the presence of these behaviors in organizational enhancement is so important and desired that they result in achieving results such as effective communication (Mahdad&Mehdizadegan, 2010). The importance of organizational citizenship behavior to organizational success has led to many attempts to identify its antecedents. Podsakoff, et al. (2000) show that transformational leadership is related to each dimension of organizational citizenship behavior. In education, few studies have focused on teachers' organizational citizenship behavior. Koh, Steers, and Terborg (1995) stated that principals' transformational leadership and organizational commitment of teachers are related to high school teachers' altruism, one type of organizational citizenship behavior. Somech and Drach-Zahavy (2000) suggested that

2 teachers' job satisfaction is correlated with their citizenship behavior towards the students, the team, and the organization. They also pinpoint self-efficacy as a possible predictor of teachers' organization citizenship behavior. Yang and Farn (2007) believe that OCB results in transmitting the employees implicit knowledge to various parts of the organization and increasing the employees capabilities simultaneously, as well as raising the customer capital through the distinguished products and services which the organization offers to the stakeholders. One of the factors which seem to be effective on organizational citizenship behavior of faculty members, is self-efficacy. Self-efficacy For the first time, Armor et al. (1976) defined teachers self-efficacy as the extent to which the university teacher believes he/ she has the capacity to influence university students learning. Bandura (2000) defined selfefficacy as individuals beliefs in their abilities to fulfill duties successfully. Self-efficacy beliefs are beliefs in an individual s own perceived competencies and that she/ he believes that she/ he can perform an action well or at least satisfactorily (Gist & Mitchell, 1992). Dellinger et al. (2008) defined teachers self-efficacy as teachers beliefs in their own abilities to fulfill teaching and learning duties successfully within their own class context. They insist on teachers teaching context in their own classes and this is what does not exist in Bandura s definition of teachers self-efficacy (Yough, 2011). Tschannen-Moran et al. (1998) s define teachers self-efficacy as teacher s belief in his/ her abilities to organize and perform activities required for fulfillment of teaching duties against a specific background. Teacher self-efficacy beliefs may affect learners success in many different ways. Teachers who have higher self-efficacy tend to use innovative teaching methods in the classroom and classroom management as well as the different perspectives and different teaching methods to encourage learners to self-reliance and reduce the severe supervision of teacher (Guskey & Passaro,1998,p 631).Chacón (2005) stated that teachers having higher selfefficacy beliefs can manage class issues better. Also Gist & Mitchell(1992) defined, self-efficacy beliefs as an outcome of the comparison process, composition and evaluation of information about a person's ability to select and define the duties of her efforts to effects. Research carried out by different researchers on the impact of teachers' self-efficacy in cognitive development, showed that they self-efficacy can increase students learning and academic achievement. Awang et al (2012) in a study about the application of knowledge management in the learning system in Malaysia, concluded that knowledge management is an important factor in improving the professional status of teachers and the development of the educational system and increase the academic achievement of students. Ghalai et al (2012) reported that teachers' self-efficacy had a significant and positive relationship with academic achievement.drang (2011) in a research stated that using knowledge management among teachers in preschool centers improve their classroom management status and enhance the capabilities of their training. Margolis and McCabe(2010), in their research concluded that the teachers self-efficiency would increase the motivation to learn in learners. Cerit(2010) reported that the teachers self-efficacy would improve the quality of teaching and their educational activities.ohlsen(2010) also showed that the quality of teachers will improve outcomes for learners. He knows that one of the characteristics of quality teachers to improve their efficacy and leadership abilities to teach. Organizational citizenship behavior There is a strong belief among management scholars and owners of manufacturing and service foundations that successful organizations need employees, who beyond the stipulated requirements and roles, look forward to creativity and initiatives. Chester Barnard (1930) once considered the phenomenon of civil behavior and called it extra role behavior. After Barnard, Katz and Kuhn (1978) understood that there were behaviors in the organization that had significant impact on effectiveness of the organization. With a slight deviation from Barnard s, they named these behaviors as super role behaviors. Although Barnard, Katz and Khun due to their establishment of extra role behavior are assumed as the predecessors of the concept of organizational citizenship behavior, the major investigations over this concept have been started since 1983, when Organ and Betman named this concept the same name (organizational citizenship behavior ). Izhar (2009) defines organizational citizenship behavior as a set of behaviors that are not formal requirements of an organization, but they nevertheless help the effectiveness of the organization forward. Bolino and Turnley (2003) believe that OCB is defined by its nature and has two general states; the first is that they cannot be reinforced directly and the second is that they are due to extraordinary efforts 1500

3 which the organization expects from its employees to achieve its success. Vondey(2010) in his definition of organizational citizenship behavior defines it as discretionary. These behaviors are the actions that support major functions and in themselves, moreover, they are optional, since they are not parts of a person s main task(moorman,blakely & Niehoff 1998).Components of organizational citizenship behavior that in fact play a defining role for this concept, based on Podsakoff et al. s seven- factor model, are: A. Helping Behavior (to help colleagues to perform well the job duties) B. Civil Virtue (intentional participation in the service of organizational goals) International C. Organizational Loyalty (commitment to the organizational goals) D. Corporate Compliance (proper and self-directing ways in problem solving) E. Self Development (attempts to update the individual s knowledge and skills) F. Sportsmanship (holding justice in organizational ups and downs) G. Individual Initiative (conscientiousness and self-control in administrative tasks) According to this background,the main purpose of this research is to study the relationships between selfefficacy and organizational citizenship behavior of faculty members in branches of Islamic Azad University zone 1. so the hypothesis was that faculty members' self-efficacy would be positively correlated with their organizational citizenship behaviors. METHOD The descriptive method, of surveying type, was used for conducting the study. Research population included 2181 faculty members of different branches of zone 1 of Islamic Azad University. The sample were 436 person which were selected by random stratified cluster sampling persons and was selected randomly based on krejcey Morgan table.. shwarzer et al (1991) self- efficacy questionnaire (chronbach alpha=0.82) and podsakoff et al (2000) organizational citizenship behavior (chronbach alpha=0.84) questionnaire, with appropriate validity based on the specialists points of view were used to conduct this research. Pearson correlation coefficient and stepwise regression tests were used to analyze the relationship between faculty members self-efficacy and their organizational citizenship behavior. RESULTS The main hypothesis of the research was: there is a significant positive relationship between faculty members self-efficacy and their organizational citizenship behavior. Pearson correlation coefficient were used to test this hypothesis and result were shown in table 1. Table 1. Means, Standard Deviations, and Inter Correlations among The Study Variables Mean SD Altruism(1) ** 0.409** 0.497** 0.363** 0.268** Courtesy(2) ** 0.428** 0.391** 0.405** Conscientiousness(3) ** 0.374** 0.309** Civic Virtue(4) ** 0.102* Sportsmanship(5) ** Self-efficacy(6) OCB ** *=p<0.05 **=p<0.01 As it can be seen,faculty members self-efficacy positively and significantly correlated with Organizational citizenship behavior (r= 0.442, p<.01) also it is correlated with Altruism (r = 0.268, p <.01), Courtesy (r =.405, p <.01), Conscientiousness (r =.309, p <.01), Civic Virtue (r =.102, p <,05), and Sportsmanship (r =.157, p <.01). Moreover, the regression analysis,as shown in table 2, showed that among the dimensions of organizational citizenship behavior, Courtesy and Altruism had significant power to predict self-efficacy of faculty members. 1501

4 Table 2. Regression analysis between components of organizational citizenship behavior and self-efficacy based on Beta coefficient Resources Standard Error Standardized Beta t P value coefficient Altruism Courtesy Conscientiousness Civic Virtue Sportsmanship CONCLUSION Results of this study showed a positive and significant relationship between faculty members organizational citizenship behavior and their self-efficacy. This means that faculty members organizational citizenship behavior can be a good predictor of their self-efficacy.moreover components of courtesy and Altruism, had significant power to predict faculty members self-efficacy. also it can be said that faculty members with more self- efficacy adopt more organizational citizenship behavior. As the present study highlights the correlation between self-efficacy and extra-role behaviors such as are measured on Altruism and Civic Virtue. Results suggest that a faculty member who believes in his own abilities describes himself as willing to give a helping hand. He also reports being ready to attend non mandatory meetings such as for the organization of the prom. One can argue that such behaviors are similar to teaching behaviors about which he feels efficacious, so he is expecting success in these activities. Self-efficacy were correlated with rated civic virtue, Conscientiousness, and Sportsmanship, but these correlations had not significant power to predict faculty members self-efficacy. According to findings of this study,it can be concluded that faculty members in doing their roles in teaching and researching in universities, in order to be more efficient based on their abilities and competencies(self-efficacy), should pay more attention to organizational citizenship behavior. Faculty members can improve their self-efficacy by adopting organizational citizenship behavior. As all components of organizational citizenship behavior had significant relation with self-efficacy, it can be said that faculty members altruism, courtesy, Conscientiousness, Civic Virtue, Sportsmanship can improve their selfefficacy.the results achieved are consistent with results of the researches done by Rahman(2014), Jamali, Poorzahir & Salehi (2009), Dussault(2006), Bogler and Somech (2004),and Somech & Drach-Zahavy(2000). REFERENCES Armor D, Conry-Oseguera P, Cox M,King N, McDonnell L,Pascal A, Pauly E, Zellman G Analysis of the school preferred reading program in selected Los Angeles minority schools. (R-2007-LAUSD). Santa Monica, CA: The Rand Corporation. Awang M, Ismail R, Flett P, Curry A.2012.Knowledge Management in Malaysian School Education: Do the Smart Schools Do It Better?, Quality Assurance in Education: An International Perspective, vol:19 No: 3 pp : Bandura A.2000.Cultivate Self-Efficacy For Personal And Organization Effectiveness Handbook Of Principles Of Organization Behavior. Oxford,Uk:Blackwell.Pp Bogler R, Somech A Influence of teacher empowerment on teachers organizational commitment,professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), pp: Bolino MC, Turnley WH, Bloodgood JM Citizenship behavior and the creation of social capital in organizations. Academy of Management Review. 27: Cerit Y.2010.Teacher Efficacy Scale: The Study Of Validity And Reliability And Preservice Classroom Teachers Self -Efficacy Beliefs, Journal of Theory and Practice in Education, No.24,pp:32-44 Chacon CT Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, Dellinger AB, Bobbett J, Olivier DF, Ellett CD Measuring teachers self efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, No.24, pp: Drang D Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management, Dissertation from Digital Repository at the University of Maryland. Dussault M Teacher self-efficacy and organizational citizenship behaviour. Psychological Reports, 98(2), pp: Ghalai B, Kadivar P, Sarami Gh, Esfandiari M.2012.Assessment Of Teachers Model Of Self-Efficacy Believes As Predictor Of Their Job Satisfaction And Studendts Academic Achievement, Research In Curriculum Planning, Vol 2, No 32, Pp (Persian) Gist ME, Mitchell TR Self-Efficacy: A Theoretical Analysis Of Its Determinants And Malleability. Academy Of Management Review, Vol.17,No.2,Pp: Guskey TR, Passaro PD.1998.Teacher efficacy: A study of construct dimensions,american Educational Research Journal, No.31, pp: Izhar O Organizational citizenship behavior in teaching: the consequences for teachers, pupils and the school. International Journal of Educational Management pp: Jamali A, Taghi Pour Zahir A, Salehi M The relationship between job and organizational factors with the organizational citizenship behavior among the faculty members of Islamic Azad University Zone 1 branches. Quarterly journal of educational leadership & administration.3, 2, pp:

5 Katz D, Kahn RL The Social Psychology of Organization, Wiley, New York. Koh L, Steers RM, Terborg JR The effects of transformational leadership on teacher attitudes and student performance in Singapore. Journal of Organizational Behavior, No. 16,pp: Mahdad A, Mahdizadegan I The comparison of OCB and counterproductive behavior among Iranian and Malaysian automobile factory workers. Journal of new findings in psychology. No 3.pp: Margolis H, Mccabe P Self-Efficacy: A Key To Improving The Motivation Of Struggling Learners, Available At : Moorman RH, Blakely GL, Niehoff BP Does Perceived Organizational Support Mediate The Relationship Between Procedural Justice and Citizenship Behavior. Academy of Management Journal, 41: Ohlsen M.2009.A Study Of School Culture, Leadership, Teacher Quality And Student Outcomes Via A Performance Framework In Elem entary Schools Participating In A School Reform Initiative, Phd Dissertation,University Of Florida. Organ DW Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Books. Podsakoff PM, Mackenzie SB, Paine JB, Bachrach DG Organizational citizenship behavior, A critical Review of the theoretical and empirical literature and suggestion for future research. Journal of Management. 26, (3), Rahman U, Wan Sulaiman WS, Nasir R, Omar F The Role of Job Satisfaction as Mediator in the Relationship between Self-Efficacy and Organizational Citizenship Behavior among Indonesian Teachers, International Journal of Business and Social Science Vol. 5, No. 9;pp: Schwarzer R, et al Teachers Self-Efficacy Questionnair, available at : Somech A, Drach-Zahavy A Understanding extra-role behaviour in schools: The relationship between job satisfaction, sense of efficacy, and teachers extra-role behavior, Teaching and Teacher Education, No.16, pp: Tschannen-Moran M, Woolfolk A, Hoy WK.1998.Teacher Efficacy: Its Meaning And Measure, Review Of Educational Research, No.68, Pp: Vondey M.2010.The relationships among servant leadership, organizational citizenship behavior, person- organization fit and organizational identification. International Journal of Leadership Studies. 6 (1), Yang S, Farn Ch Exploring tacit knowledge sharing intention and behavior within workgroup from the perspectives of social capital and behavioral control. paper presented for 11 th PACIS Paper 38: available at Yough M.2011.Self-Efficacy and the Language Learner, Ph.D dissertation, Ohio state university. 1503