Citizenship Behavior
Transcript of Citizenship Behavior
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Enhancing CitizenshipEnhancing Citizenship
Behavior throughBehavior throughTransformational Leadership:Transformational Leadership:
An Educational Case An Educational Case
Sara BankiSara BankiUniversity of TorontoUniversity of Toronto
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OverviewOverview
Defining ConceptsDefining Concepts
--Transformational LeadershipTransformational Leadership
--Organization Citizenship BehaviorOrganization Citizenship Behavior
--TrustTrust
Framework Framework
HypothesisHypothesis
MethodMethod ResultsResults
DiscussionDiscussion
Future DirectionFuture Direction
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QuestionsQuestions
Is there a positive relationship betweenIs there a positive relationship betweenteachersteachers’ ’ civic virtue and principalscivic virtue and principals’ ’
transformational leadership behaviours thattransformational leadership behaviours that
enhance trust?enhance trust? What is the current level of civic virtueWhat is the current level of civic virtue
practiced by teachers?practiced by teachers?
To what extent do teachers perceive theirTo what extent do teachers perceive their
principals to enact leadership behaviours?principals to enact leadership behaviours?
Is women level of civic virtue higher thanIs women level of civic virtue higher thantheir male colleagues.their male colleagues.
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TransformationalTransformational
LeadershipLeadership
Transformational vs. transactionalTransformational vs. transactionalleadershipleadership
Transformational leaders persuadeTransformational leaders persuade
followers to question assumptions,followers to question assumptions,
methods and goals in order tomethods and goals in order to
understand and transform their actionsunderstand and transform their actionsand behaviours .and behaviours .
Rational vs. emotional emphasisRational vs. emotional emphasis
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DimensionsDimensions
Charisma and vision buildingCharisma and vision building
Individualized supportIndividualized support
Intellectual stimulationIntellectual stimulation
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Dimensions in SchoolDimensions in School
ContextContext Setting DirectionsSetting Directions
--building shared visionbuilding shared vision
-- consensus about goalsconsensus about goals
-- demonstrate high performance expectationsdemonstrate high performance expectations
Developing PeopleDeveloping People--individualized supportindividualized support
-- intellectual stimulationintellectual stimulation
--modeling valuesmodeling values Redesigning the OrganizationRedesigning the Organization
-- productive school cultureproductive school culture
-- shared decision making structureshared decision making structure-- productive relation with the communityproductive relation with the community
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Organization CitizenshipOrganization Citizenship
Behavior (OCB)Behavior (OCB)
IndividualIndividual behaviorbehavior that isthat isdiscretionary, not directly or explicitlydiscretionary, not directly or explicitly
recognized by the formal rewardrecognized by the formal reward
system, and that in the aggregatesystem, and that in the aggregatepromotes the effective functioning of promotes the effective functioning of
the organization.the organization. Extra role vs. in role activitiesExtra role vs. in role activities
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DimensionsDimensions
Altruism Altruism
ConscientiousnessConscientiousness
SportsmanshipSportsmanship
CourtesyCourtesy
Civic VirtueCivic Virtue
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TrustTrust
Philosophical vs. economic vs.Philosophical vs. economic vs.individual vs. organization perspectiveindividual vs. organization perspective
Trust is oneTrust is one’ ’ s willingness to bes willingness to be
vulnerable to another based on thevulnerable to another based on the
confidence that the other isconfidence that the other is
benevolent, honest, open, reliable andbenevolent, honest, open, reliable andcompetentcompetent
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DimensionsDimensions
BenevolenceBenevolence
HonestyHonesty
OpennessOpenness
ReliabilityReliability
CompetenceCompetence
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Framework Framework
BassBass’ ’ s (1985) claim that transformationals (1985) claim that transformationalleaders stimulate extra effort among theirleaders stimulate extra effort among their
followers through their charisma and/orfollowers through their charisma and/or
individualized consideration has beenindividualized consideration has beentested by many scholars.tested by many scholars.
Trust as a mediator in this relationshipTrust as a mediator in this relationship In schools: trustIn schools: trust--enhancingenhancing
transformational leadership behaviorstransformational leadership behaviors
and OCBand OCB
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Framework Framework
In education context: positive relationIn education context: positive relationwith altruism and compliance.with altruism and compliance.
Other mediators: justice, support, jobOther mediators: justice, support, job
satisfactionsatisfaction
Why civic virtue?Why civic virtue?
Gender difference?Gender difference?
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HypothesisHypothesis
H1: there is a positive relationshipH1: there is a positive relationshipbetween teachersbetween teachers’ ’ civic virtue andcivic virtue and
principalsprincipals’ ’ transformational leadershiptransformational leadership
behaviours that enhance trust?behaviours that enhance trust?
H2: womenH2: women’ ’ s level of civic virtue iss level of civic virtue is
higher than their male colleagues.higher than their male colleagues.
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MethodMethod
Part of a larger studyPart of a larger study 12 items for trust12 items for trust--enhancingenhancing
transformational leadershiptransformational leadership
Four items for civic virtueFour items for civic virtue
Sample: 180 schools, 45 district, 1 highSample: 180 schools, 45 district, 1 high
school 2 middle school and 2 elementaryschool 2 middle school and 2 elementaryfrom each district.from each district.
3163 teachers responded a 62%3163 teachers responded a 62%response rateresponse rate
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ResultsResults
Internal reliability of 0.94 and 0.83Internal reliability of 0.94 and 0.83
Level of civic virtue: teachers areLevel of civic virtue: teachers are
involved more than half of the timeinvolved more than half of the time Level of trust enhancingLevel of trust enhancing
transformational leadership: slighttransformational leadership: slightdemonstration of these behaviors bydemonstration of these behaviors by
principals.principals.
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ResultsResults
Teachers felt the strongest agreementTeachers felt the strongest agreementwith the statement about theirwith the statement about their
principals modeling a high level of principals modeling a high level of
professional practice (item 3) withprofessional practice (item 3) withmean 4.83. Teachers had the lowestmean 4.83. Teachers had the lowest
level of agreement with the statementlevel of agreement with the statementabout teachers having an effective roleabout teachers having an effective role
in schoolin school--wide decision making (itemwide decision making (item
9) with mean 3.569) with mean 3.56
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Results: CorrelationResults: Correlation
Correlation to answer hypothesis 1: rCorrelation to answer hypothesis 1: r= 0.512, p<0.001= 0.512, p<0.001
transformational leadership behaviourstransformational leadership behaviours
of principals that enhance trustof principals that enhance trust
account for 26.2% of variations in civicaccount for 26.2% of variations in civic
virtue behaviours practiced byvirtue behaviours practiced byteachers.teachers.
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Results: Gender AnalysisResults: Gender Analysis
70.6% of participants were female70.6% of participants were female Correlation for females is 0.509,Correlation for females is 0.509,
25.9% of variations in civic virtue of 25.9% of variations in civic virtue of
female teachers can be explained byfemale teachers can be explained by
transformational leadership behaviourtransformational leadership behaviour
of principals.of principals.
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Results: Gender AnalysisResults: Gender Analysis
Correlation for male is 0.525, 27.5% of Correlation for male is 0.525, 27.5% of
variations in civic virtue of male teachersvariations in civic virtue of male teachers
can be explained by transformationalcan be explained by transformational
leadership behaviour of principals.leadership behaviour of principals. Level of civic virtue by gender:Level of civic virtue by gender:
– – Mean for men:Mean for men: --0.09880.0988
– – Mean for women: 0.0437Mean for women: 0.0437
tt--test: t(3080) = 4.366, p<0.001test: t(3080) = 4.366, p<0.001
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Discussion: CorrelationDiscussion: Correlation
Teachers show civic virtue more thanTeachers show civic virtue more thanhalf of the time: good or bad?half of the time: good or bad?
How to increase it?How to increase it?
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Discussion: GenderDiscussion: Gender
Analysis Analysis
More civic virtue from womenMore civic virtue from women Why?Why?
--nature vs. nurturenature vs. nurture-- stereotypestereotype
--
external pressureexternal pressure
Women level of civic virtue less relatedWomen level of civic virtue less related
to leadership typeto leadership type
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Future DirectionFuture Direction
Effect of each dimension of Effect of each dimension of transformational leadership on eachtransformational leadership on each
dimension of civic virtue.dimension of civic virtue.
Gendered perspective: considerGendered perspective: consider
gender of principal and schoolgender of principal and school
demography, school culture.demography, school culture. School size effectSchool size effect
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Some ReferencesSome References Bass, B. (1985).Bass, B. (1985). Leadership and Performance beyond Expectations Leadership and Performance beyond Expectations . New. New
York: The Free Press. York: The Free Press.
Bass, B. (1995). Theory of Transformational LeadershipBass, B. (1995). Theory of Transformational Leadership ReduxRedux.. The The Leadership Quarterly 6 Leadership Quarterly 6 (4), pp. 463(4), pp. 463--478.478.
BersonBerson, Y. & , Y. & Avolio Avolio, B. (2004). Transformational Leadership and the, B. (2004). Transformational Leadership and theDissemination of Organizational Goals: A Case Study of a TelecomDissemination of Organizational Goals: A Case Study of a TelecommunicationmunicationFirm.Firm. The Leadership Quarterly, 15 The Leadership Quarterly, 15 (5), pp. 625(5), pp. 625--646.646.
Bryk Bryk , A., & Schneider, B. (2002)., A., & Schneider, B. (2002). Trust in Schools: A Core Resource for Trust in Schools: A Core Resource for Improvement.Improvement. New York: Russell Sage Foundation.New York: Russell Sage Foundation.
Burns, J. (1978Burns, J. (1978 ). Leadership ). Leadership . New York: Harper & Row.. New York: Harper & Row.
ButlertButlert, J. & Cantrell, R. (1984). A , J. & Cantrell, R. (1984). A BehavioralBehavioral Decision Theory Approach toDecision Theory Approach toModeling Dyadic Trust in Superiors and Subordinates.Modeling Dyadic Trust in Superiors and Subordinates. Psychological Reports,Psychological Reports,55 55 (1), pp. 19(1), pp. 19-- 28.28.
Fukuyama, F. (1995).Fukuyama, F. (1995). Trust: The Social Virtues and the Creation of Prosperity Trust: The Social Virtues and the Creation of Prosperity ..New York: Simon & Schuster.New York: Simon & Schuster.
FullanFullan, M. (1993)., M. (1993). Change forces: Probing the Depths of Educational Reform Change forces: Probing the Depths of Educational Reform ..London:London: FalmerFalmer Press.Press.
George, J. & Brief, A. (1992). Feeling GoodGeorge, J. & Brief, A. (1992). Feeling Good--Doing Good: A ConceptualDoing Good: A Conceptual
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Some ReferencesSome References Johns, G. & Saks, A. (2005).Johns, G. & Saks, A. (2005). Organizational Behaviour: Understanding and Organizational Behaviour: Understanding and
Managing Life at Work.Managing Life at Work. 6th Ed. Toronto, Ontario: Pearson Education Canada6th Ed. Toronto, Ontario: Pearson Education CanadaInc.Inc.
LeithwoodLeithwood, K.,, K., JantziJantzi, D. & Steinbach, R. (1999)., D. & Steinbach, R. (1999). Changing Leadership for Changing Leadership for Changing Times Changing Times . Buckingham, UK: Open University Press.. Buckingham, UK: Open University Press.
LeithwoodLeithwood, K. & , K. & JantziJantzi, D. (in press). A Review of Transformational School, D. (in press). A Review of Transformational SchoolLeadership Research. Submitted toLeadership Research. Submitted to Journal of Leadership and Policy in Journal of Leadership and Policy in
Schools Schools .. Organ, D. (1988).Organ, D. (1988). Organizational Citizenship Behavior: The Good Soldier Organizational Citizenship Behavior: The Good Soldier
Syndrome Syndrome . Lexington, MA: Lexington Books.. Lexington, MA: Lexington Books.
Podsakoff Podsakoff , P.,, P., MacKenzieMacKenzie, S., Moorman, R. & Fetter, R. (1990)., S., Moorman, R. & Fetter, R. (1990).Transformational Leader Behaviours and Their Effects on FollowerTransformational Leader Behaviours and Their Effects on Followerss’ ’ Trust inTrust inLeader, Satisfaction and Organizational Citizenship Behaviours.Leader, Satisfaction and Organizational Citizenship Behaviours. Leadership Leadership
Quarterly, 1 Quarterly, 1 (2), pp. 107(2), pp. 107--142.142. Podsakoff Podsakoff , P.,, P., MacKenzieMacKenzie, S., Paine, J., & , S., Paine, J., & BachrachBachrach, D. (2000). Organizational, D. (2000). Organizational
Citizenship Behaviours: A Critical Review of the Theoretical andCitizenship Behaviours: A Critical Review of the Theoretical and EmpiricalEmpiricalLiterature and Suggestions for Future Research.Literature and Suggestions for Future Research. Journal of Management,Journal of Management,26 26 (3), pp. 513(3), pp. 513--563.563.
Williams, L. & Anderson, S. (1991). Job Satisfaction and OrganizWilliams, L. & Anderson, S. (1991). Job Satisfaction and OrganizationalationalCommitment as Predictors of Organizational Citizenship and InCommitment as Predictors of Organizational Citizenship and In--RoleRoleBehaviors.Behaviors. Journal of Management, 17 Journal of Management, 17 (3), pp. 601(3), pp. 601 – –617.617.
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