Climate profile and OCBs ofteachers in public and private

schools of IndiaPooja Garg and Renu Rastogi

Department of Humanities and Social Sciences,Indian Institute of Technology Roorkee, Roorkee, India

Abstract

Purpose – This research aims to assess the significant differences in the climate profile andorganizational citizenship behaviors (OCBs) of teachers working in public and private schools of India.

Design/methodology/approach – The sample comprised of 100 teachers, out of which 50 teacherswere from public school and 50 teachers were from private schools. Following data collection,significant differences regarding climate profile and OCBs were examined by using t-test.

Findings – The findings indicated significant differences in the climate profile of public and privateschools. Also, there was significant difference in the exhibition of citizenship behaviors of teachersworking in public and private schools.

Research limitations/implications – The research represents the beginning and not an end to theexamination of climate of schools as well as exhibition of citizenship behaviors of teachers. The studymakes feasible suggestions for improving the climate profile of private schools and citizenshipbehaviors of teachers. It also implies that to enhance the climate of private schools, appropriatestrategy must be followed which can transform teachers to be creative, innovative, and flexible. Also,open communication and appropriate feedback must be encouraged which can build strongrelationship between teachers and principal, which is generally stymied by the bureaucratic leadershipstyles of the principals.

Originality/value – This study provides further groundwork to assist administrators in identifyingother areas which are sensitive to climate profile and behavioral aspects of school and aspects whichcan prevent from tarnishing the image of the school.

Keywords Behaviour, Teachers, Public schools, Private education, India

Paper type Research paper

IntroductionIn today’s highly competitive environment, organizations are constantly looking fornew ways to maximize employee’s work efforts. With the increased use of informationtechnology, still there is lacuna in the effective functioning of the organization. And itis now firmly believed that the effective functioning of an organization depends largelyon employees’ efforts that extend beyond formal role requirements. Bateman andOrgan (1983) first used the term Organizational Citizenship Behavior or OCB, anddefined them as beneficial behavior of workers that were not prescribed but occurredfreely to help others achieve the task at hand.

The concept of organizational citizenship behavior has created waves in the field oforganizational behavior. The concept has definitely led organizations to becomeinnovative, flexible, productive and responsive for their survival and success. Recentstudies found evidence that OCB is related to ethical behavior and also appear tocapture the essence in human performance. Moreover, the concept is particularly

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International Journal of EducationalManagement

Vol. 20 No. 7, 2006pp. 529-541

q Emerald Group Publishing Limited0951-354X

DOI 10.1108/09513540610704636

important in the service sectors and has been implemented in hospitals, restaurants,and in many other organizations. But the concept has been neglected in the study ofschools. Psychologists have assumed that to meet the new standards that have been setfor schools, school personnel must go well beyond minimum performance of theirduties.

The concept of OCB has been implemented in organizations for their effectivefunctioning and has promoted such behavior in public and private organizations, butin educational field OCB is still an unfamiliar concept, and specifically in India. Thus,OCB is a useful term to describe voluntary teacher behavior that go “extra mile” to helpstudents and colleagues to succeed.

Thus, the study of OCBs of teachers has become vital so as to motivate them towork by going beyond their formal role requirements and making the climate profile ofschools more human centered.

The concept of organizational citizenship behavior (OCB)Organ (1988) originally coined the term organizational citizenship behavior (OCB) anddefined them as: “individual behavior that is discretionary, not directly or explicitlyrecognized by the formal reward system, and that in the aggregate promotes theeffective functioning of the organization.” Also, the willingness of participants to gobeyond the formal requirements of their positions has been recognized as an essentialcomponent of effective organization. Thus, OCBs can be said to “lubricate the socialmachinery of the organization”. While Katz and Kahn (1978) defined supra rolebehaviors that improved the effectiveness of the organization. In the 1930s ChesterBernard observed the phenomena of OCB, which he then termed “extra role behaviorsor ERB”, and referred them as “innovative and spontaneous behavior”, which alsoincluded the in-role behavior, which is the acceptable behavior to management whileextra-role behaviors are the gestures that enhance the organizational effectiveness, byhelping to orient new workers in the organization, not abusing the rights of others, andbeing friendly with other employees (Bernard, 1938).

Besides this, Organ (1988) also distinguished between formal organizations asincluding the organizational systems, policies, rules, and regulations that govern taskbehavior to achieve effective technical production. And the informal organization,which includes the extra role behaviors such as: welfare of co-workers, lowabsenteeism, cooperation, goodwill, and helpfulness.

Organ (1988) provided a multi-dimensional scale of OCB. The scale consists of fivedimensions that make up the OCB construct. The five dimensions are:

(1) Altruism, which concerns with helping one employee in completing his or hertask under unusual circumstances.

(2) Conscientiousness, which refers to an employee performing his or her assignedtasks (in-role behaviors) in a manner above what is expected.

(3) Sportsmanship, refers to stressing the positive aspects of the organizationinstead of negative.

(4) Civic virtue, which involves support for the administrative functions of theorganization.

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(5) Courtesy, which includes proactive gestures that consider consulting with otherworkers in the organization before acting, giving advance notice, and passingalong information (see Figure 1).

Thus, teachers in well- functioning schools consistently go beyond the minimumexpectations of formal job descriptions and contracts, hence, demonstrating goodwill,smooth functioning and efficiency of school organizations. Teachers in schools withhigh citizenship take it upon themselves to volunteer innovative suggestions, sponsorextra-curricular activities, and serve on new committees. Moreover, teachers helpstudents on their own time, stay after school to help if necessary, and resist thetemptation to give students busy work. Organizational citizenship in schools providesa serious educational context in which teachers are rarely absent, make efficient use oftheir time, work collaboratively, and emphasize professional activities rather thanpersonal ones. Also, teachers use their talents and efforts to benefit all schoolparticipants.

Conceptualizing school climateClimate is an overall “feeling” that is conveyed by the physical layout, the wayparticipants interact, and the way members of the organization conduct themselves orwith outsiders. Katz and Kahn (1978) in their book, Social Psychology of Organizations,stated that organizational climate is developed by the organization and reflects thestruggles, both internal and external, the type of people who compose the organization,the work processes, the means of communication and the exercise of authority withinthe organization. In the same way, teaching practices, diversity, and the relationshipsamong administrators, teachers, parents, and students contribute to school climate. Itrefers to the way teachers and other staff members work together. In other words, apositive school climate affects everyone associated with the school, students, staff,parents, and the community.

Literature in organizational climate credits the first systematic analysis to Argyris(1964). He laid that an interpersonal atmosphere of trust, openness, and low threatneeds to be created in the organizations. While, Halpin (1966) described organizationalclimate as what personality is to the individual. Halpin’s pioneering work mapping the

Figure 1.The five dimensions of

organizational citizenshipbehaviors (OCBs)

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domain of the organizational climate of schools served as the beginning point for thedevelopment of a new instrument to measure the climate of schools. Very fewresearches have been conducted concerning school climate but certain researchershave consistently shown a link between positive school climate and other importantmeasurements of school success, including academic achievement, high morale, staffproductivity and effective management.

Thus, collectively and individually, a positive school climate can have a major impacton the success of all students in the school. Discussing in context of school climate, climateis said to be positive, if positive behavior is modeled by staff; individual differencesbetween student and staff are respected; school and classroom rules are developed withinput from staff, parents, and students; staff anticipates problems and deals with thembefore they escalate; teachers and parents work collaboratively; teachers encourage apositive and optimistic approach to learning; teachers establish rapport with eachstudent; a proactive approach to discipline is used; and most importantly the principal is astrong educational leader, who involves the staff, parents, and students.

Halpin described three types of school climate. In one climate, teachers andprincipals are zestful and exude confidence in what they are doing. They find pleasurein working with each other and this pleasure is transmitted to the students. In thesecond climate, the principal tries to hide his or her incompetence and also lacks senseof direction of authority. And the third climate is marked neither by joy nor despair,but by hollow ritual. The teachers, principal, and students act smoothly and appear tohave little meaning for the participants.

Halpin and Croft (1962) chose to name the ends of organizational climate as “open”and “closed”. An “open climate” is characterized by functional flexibility, where espirit,thrust, and consideration are high. It is also characterized by cooperation, respect, andopenness that exist within the faculty and between the faculty and principal. Theprincipal listens and is receptive to teacher’s ideas, gives genuine and frequent praise,and respects the competence of faculty. The faculty supports open and professionalbehavior. Moreover, the principal provides facilitating leadership devoid ofbureaucracy. In brief, the behavior of the principal and teacher is genuine and open,and a “closed climate” is characterized by functional rigidity, where hindrance,disengagement, and aloofness are high. The principal is stressing on the routine workand the teachers respond minimally and exhibit little commitment to the tasks. Theprincipal leadership is seen as controlling and rigid as well as unsympathetic andunsupportive. The climate is more engrossed with frustration, disrespect, andincolloegial. In sum, closed climates have principals who are not supportive, hindering,and controlling and the faculty is apathetic and intolerant.

Research in the area of organizational climate was greatly facilitated by thedevelopment of organizational climate description questionnaire (OCDQ) by Halpinand Croft (1963), as it was related to educational enterprise They developed OCDQ-REfor elementary schools with six dimensions:

(1) supportive principal behavior;

(2) directive principal behavior;

(3) restrictive principal behavior;

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(4) collegial principal behavior;

(5) intimate principal behavior; and

(6) disengaged principal behavior.

In fact, it has been found that the characteristics of “social needs” are very importantfor cooperative staff endeavors, which are often needed in connection with the adoptionof educational innovations. Thus, the “espirit” reflects an effective balance betweentask-accomplishment and social need satisfaction.

It has also been observed that principals who are “aloof” do not encourage openclimate in schools, as their behavior is characterized as inflexible and impersonal.Moreover, principal in open climate does not need to monitor activities of the teachersclosely because the teachers do perform easily and freely. Besides this, teachers whoare more aware of greater changes are more “professional” in their approach towardeducation and individual needs of their students.

Finally, principals who are adaptive and look for implementation of positivechanges in schools are perceived as leaders by their peers and teachers and promotechange through systematic planning and collaboration with the staff. For this,authoritative method must be innovation-based, as its implementation will definitelylead to creation of positive climate and are easily adopted by the teachers and schoolpersonnel of the school.

In the present scenario, OCBs are of high significance for students as these help themin their academic performances and also help students learn to perform collaborativelyand develop their personalities. It has been observed that altruism among students maycome in the form of helping fellow students run a software program or complete ahomework assignment. A student may show civic virtue by supporting school-relatedfunctions or participating in to organize extracurricular activities. Conscientious studentcan be expected to attend the class regularly and punctually and submittingassignments on time. Students may display courtesy by informing other students of thechanges that has taken place in class timetable, and assignments given by the teachers.Finally, student who engages in high levels of sportsmanship refrains from complainingabout fellow students who do not fully contribute to class. Thus, OCBs within studentshelp in the over-all development of the personalities of the students. Also OCBs withinstudents help them in their future career while entering in the workforce. But this is onlypossible if initially, teachers and principals develop OCBs within themselves, hencedeveloping a positive climate within schools.

ObjectivesThe main objective of the study is to assess the significant differences in the climateprofile and OCBs of teachers working in public and private schools.

HypothesisFollowing hypothesis has been formulated for the present study:

H1. There is significant difference in the exhibition of OCBs of public and privateschools.

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H2. There is significant difference in the exhibition of OCBs of male and femaleteachers.

H3. There is significant difference in the climate profile of public and privateschools.

H4. There is significant difference in exhibition of OCBs of teachers who are up toage level of 35 years and above 36 years.

MethodologySampleThe total sample consists of 100 teachers. Out of which 50 teachers are from publicschools and 50 teachers are from private schools. Besides this, out of a sample of 100teachers, 44 are male and 56 are female. Teachers who are up to the age level of 35years are 42 in number and 58 teachers are above 36 years of age.

InstrumentsTwo scales have been used for the purpose of the study. They are:

(1) Organizational citizenship behavior scale (OCBS) has been used, developed byDiPaola and Hoy (2004). The reliability of the scale is consistently high rangingfrom 0.86 to 0.93. It is a six-point scale and consists of 12 items.

(2) Organizational climate index (OCI) has been used, developed by Hoy et al.(2002). The scale consists of 30 items and the index have four dimensions:Collegial leadership (CL); Professional teacher behavior (PTB); Achievementpress (AP); and Institutional vulnerability (IV). The reliability scores for thescales were relatively high: collegial leadership (0.94); professional teacherbehavior (0.88); achievement press (0.92); and institutional vulnerability (0.87).The reliability of each subscale has been described within the parenthesis. Thedimensions of OCI are described as:. Collegial leadership (CL): This is directed towards both meeting the social

needs of the faculty and achieving the goals of the school. The principal treatsteachers as professional colleagues, is open, egalitarian, and friendly, but atthe same time sets clear teacher expectations and standards of performance.

. Professional teacher behavior (PTB): This dimension is marked by respectfor colleague competence, commitment to students, autonomous judgments,and mutual cooperation and support.

. Achievement press (AP): This describes a school that sets high butachievable academic standards and goals. Students persist, strive to achieve,and are respected by each other and teachers for their academic success.Parents, teachers, and the principal exert pressure for high standards andschool improvement.

. Institutional vulnerability (IV): This is the extent to which the school issusceptible to a few vocal parents and citizen groups. High vulnerabilitysuggests that both teachers and principals are unprotected and put on thedefensive.

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ProcedureAll the teachers were contacted individually while they were in schools. Both the scaleswere distributed to the teachers. Personal information was also gathered with theirnames, age, gender, educational qualification, work experience, and the type of schoolin which they are working. Moreover, respondents were assured of keeping theirresponses confidential.

Scoring and analysisScoring was done as per the instructions mentioned in the manual and the raw scoreswere tabulated. The focus of this study is on the aggregate, therefore, the unit ofanalysis was the school, not the individual teacher. The analysis was performed onschool means rather than on individual teacher scores, that is, individual responseswere aggregated for each instrument at the school level. T-test has been used to studythe differences along with Mean and SDs.

ResultsThe objective of the study was to assess the significant differences in the climateprofile and OCBs of teachers working in public and private schools. Means andstandard deviations were calculated for the teachers working in public and privateschools. To test the hypothesis, t-test was used to study the differences.

Table I indicates the significant difference in the exhibition of OCBs of teachersworking in public and private schools (t ¼ 3:25; p , 0:01Þ: Also the mean score as244.75 of public school is higher in comparison to that of private schools ðM ¼ 235Þ;thus, showing that the teachers working in public schools exhibit higher levels ofOCBs.

Table II indicates the significant differences in the exhibition of OCBs of male andfemale teachers ðt ¼ 23:98; p , 0:01Þ: With the mean score of female teachers as268.58, which is higher in comparison to that of male teachers ðM ¼ 211:5Þ; showingthat female teachers exhibit higher levels of OCBs in comparison to male teachers.

Schools N Mean SD t-value

Public 50 244.75 15.71 3.25 *

Private 50 235 14.33

Note: * Significant at 0.01 level

Table I.Represents the significant

difference in theexhibition of OCBs of

public and privateschools

Gender N Mean SD t-value

Females 56 268.58 15.1 23.98 *

Males 44 211.5 7.62

Note: * Significant at 0.01 level

Table II.Represents the significant

difference in theexhibition of OCBs of

male and female teachers

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Table III indicates the significant differences in climate profile of public and privateschools. The disposition of CL is higher in public schools (t 2 value ¼ 5:16; p , 0:01Þ;as the mean score of public school is higher ðM ¼ 85:7Þ in comparison to the meanscore of private school, which is 76.4. There is significant difference in the PTB ofpublic and private schools with the calculated t-value as 7.66, p , 0:01: It is alsoapparent that the PTB is higher in public schools as M ¼ 90.6 and that of public schoolas M ¼ 74.5. Significant difference has been found in the AP of public and privateschools ðt 2 value ¼ 2:77; p , 0:01Þ; which shows that this dimension is expressedmore in private schools with M ¼ 76.88 in comparison to that of public schools withthe mean score as 69.75. Similarly, there is significant difference in the IV of public andprivate schools ðt 2 value ¼ 2:75; p , 0:01Þ: That is, IV is high in public schools withthe mean score as 52.9, in comparison to private schools with their M ¼ 48:9: On thewhole, the result table indicates that climate profile of public schools is better incomparison to private schools.

Table IV indicates the significant differences in the exhibition of OCBs of teacherswho are upto the age level of 35 years and who are above 36 years, ðt 2 value ¼ 18:45;p , 0:01Þ: The mean score of teachers who are above 36 years is 267.3, which is higherin comparison to mean scores of teachers who are up to 35 years ðM ¼ 204:4Þ: Thus,showing that teachers who are above 36 years exhibit higher levels of OCBs.

DiscussionAs the industrial world is becoming increasingly globalized, it has become necessaryfor organizations to emphasize on organizational innovation, flexibility, productivity,and responsiveness for their survival and success. Similarly, new standards have to beset up for schools so as to meet global challenges and provide a strong background tochildren to survive to the fittest and has been found necessary by the psychologiststhat the school personnel must also go well beyond their formal duties.

Age levels N Mean SD t-value

Up to 35 years 42 204.4 14.7 18.45 *

Above 36 years 58 267.3 17.5

Note: * Significant at 0.01 level

Table IV.Represents the significantdifferences in theexhibition of OCBs ofteachers who are up to theage level of 35 years andabove 36 years

Public school Private schoolDim.of OCI N Mean SD N Mean SD t-value

CL 50 85.7 2.81 50 76.4 12.45 5.16 *

PTB 50 90.6 8.18 50 74.5 12.50 7.66 *

AP 50 69.75 9.09 50 76.68 15.3 2.77 *

IV 50 52.9 5.08 50 48.9 9.10 2.75 *

Note: * Significant at 0.01 level

Table III.Represents the significantdifferences in the climateprofile of public andprivate schools

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In the present study, a comparative analysis has been made to study the significantdifferences in the climate profile and OCBs of teachers working in public and privateschools. Overall, comparisons show that the climate profile of public school is better incomparison to private schools and also teachers working in public school exhibithigher levels of OCBs in comparison to private schools.

Very few researches have been conducted on OCBs in schools. DiPaola and Moran(2001) used the conceptual framework of OCB in schools. They used OrganizationalCitizenship Behaviors in Schools Scale (OCBSS) for high schools, middle schools, andelementary schools. It was found that OCBs were positively related to collegialleadership, professional teacher behavior, achievement press, and institutionalvulnerability, which are some of the vital aspects of climate profile of any school.They also found that OCB is positively correlated to school mindfulness, and perceivedorganizational effectiveness.

Cheng (2004) found that the major factors influencing a teacher’s organizationalcitizenship behavior are the quality of the teacher’s relationship with school authorities(administration), the degree of job support, the justice of rewards from the school andother feedback, procedural justice, and the degree of job satisfaction.

Regoxs (2003) studied citizenship behaviors and performance of university teachersand the professional motivation and self-confidence of their students. He found that thecitizenship behaviors of university teachers (CBUT) as: participatory behavior,practical orientation, conscientiousness, and courtesy can contribute in improving thequality of higher education with respect to the quality of the teaching-learning process.

Collins (1999) found in a case study that the impact of supervisory practices onlearning and teaching, teacher growth, and overall school improvement were perceivedboth negative and positive by the school staff. Tschannen-Moran (2001) found positivecorrelation between trust, transformational leadership, and OCB. It was also found inthe study that the teachers are apparently unlikely or unwilling to extend themselvesbeyond formal expectations, where trust in the principal is absent. Indeed, somescholars discuss trust as a byproduct of transformational leadership. Thus, behavior ofprincipals plays a critical role in setting the tone of trust within schools.

Positive school climate also plays a vital role in fostering OCBs within schools. Ozar(1999) found in a case study that teachers would like the school to attain a more humancentered management style. As this change in the organizations will benefit the schooland staff to work in a more relaxing climate which also leads to high satisfaction andinspiration, hence fostering OCBs among schools. Hoy et al. (1991) laid that theprincipal is the single most important individual in developing the climate of theschool. Moreover, Yukl (2002) found in his study that effective principals haveleadership styles that establish good interpersonal relations among teachers andinitiates actions that lead to the attainment of the goals. In one of the study conductedby Hoy et al. (1991); Hoy and Sabo (1998), found that schools with high collegialleadership do not simply comply with the bureaucratic requirements of the job, in fact,are more committed to the school and their students.

But in general, over time and across people, organizational citizenship behaviorsfacilitate the effectiveness of the organization (Bolino and Turnley, 2003; DiPaola andHoy, 2004; Organ, 1997). On the contrary, only two studies of the relationships between

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organizational citizenship and student achievement have been conducted (DiPaola andHoy, 2004; Juriewicz, 2004), which indicated significant relationships betweencitizenship behaviors and achievement. In fact, it has been found that organizationalcitizenship behaviors work in concert with other school properties to enhance studentachievement.

A number of studies have been conducted related to OCBs in organizations but theresearches of OCB related to schools are scant. Only one study has been foundconducted by DiPaola and Moran (2001), who concluded that teachers in privateschools routinely perform behaviors directed towards helping individuals, bothstudents and colleagues, as part of their professional identity.

And discussing in reference to India, public and private schools are found ineducational field. Hence, an attempt has been made to make a comparative analysisto study the significant differences in the climate profile and OCBs of teachersworking in public and private schools. It was hypothesized that there is significantdifference in the climate profile of public and private schools, and also there issignificant difference in the exhibition of OCBs of teachers working in public andprivate schools.

The results indicated that teachers working in public schools exhibit higher levelsof OCBs in comparison to private schools. And this is so because employees arefacilitated with free working styles in public school. Also the principal is moreegalitarian, professional, achievement oriented, and vulnerable to school identity.

The results have also indicated that females exhibit more OCBs in comparison tomale teachers as the female teachers are more interactive, provide more socialsupport to their colleagues, and are more helpful to their colleagues under unusualcircumstances. Results have also revealed that teachers who are above 36 years tendto exhibit higher levels of OCBs in comparison to teachers who are up to the agelevel of 35 years. This is because teachers who are above 36 years are moreexperienced and generous and are also tactful in handling conflicts with courtesy,conscientiousness, and sportsmanship, hence protecting the image of the schoolfrom getting tarnished.

Thus, the findings of the study raises the question of how to enhance the climateprofile of private schools so as to make those schools more effective and to find reasonsof low performance in private schools.

Future implicationsWith an attempt in the study it is apparent that OCBs can contribute to the overalleffectiveness of the school. To meet the high standards, teachers must be inspired fromhigher perspectives and must spontaneously go beyond their formal role requirements.

For making the functioning of schools effective and transcendent, positive climatemust be induced in the schools. And this is feasible only, when the principal havestrong leadership qualities. The principal must encourage teachers to be creative,innovative and flexible, which is generally stymied by the bureaucratic leadershipstyles of the principals.

As mentioned before, OCBs lubricate the social machinery of an organization, socialstructures of the schools must be enhanced. Proper feedback, improved social

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interaction must be encouraged among teachers. The principals must consider thesocial needs of the teachers, which in reciprocation contribute to the effectivefunctioning of the schools while going beyond the formal role requirements. Moreover,with social considerations trust can be build between teachers and principals.

The principals must create climate in which teachers are dedicated to workcooperatively for improved teaching and learning. This will also lead to highcommitment of teachers towards success of their students and working in concert forthe intellectual stimulation, as well as in creation of academic, and achievementoriented climate of the school.

Superintendents of school jurisdictions must have the responsibility of selecting,allocating, and organizing an effective and efficient staff of principals and teachers forthe individual schools. The selection must be made with the criteria that the teachersand principals are able to maintain human relationships among schools and are awareof the demands of society and environment.

Teachers and principals must be encouraged to become more cosmopolite in theirapproach, which will allow dissemination of available knowledge and prepare them tobe more enterprising and innovative which will help in building a strengthened society,in moral and ethical sense.

Besides, teachers working in positive school climate must function withconscientiousness by using time wisely to accomplish the goals effectively. Teachersmust pursue for mindful planning so that things may not go wrong and must takequick decisions so that effective functioning is not paralyzed. In fact, with this profile,the school will also be perceived as organizationally effective.

Moreover, for inducing OCBs within schools, trusting relationships must be buildbetween teachers, school personnel, and principals. Open communication, proper andtimely feedback, and adequate explanations promotes open, honest, supportive, andtrusting climate for teachers. Thus, the behavior of principals plays crucial role insetting the tone of trust within school.

Thus, for instilling OCBs within schools, measures must be taken to enhance theclimate of the school by focusing on the goals, adequate communication, and optimaluse of power, proper use of available resources, higher level of cohesiveness, highmorale, innovativeness, autonomy, high adaptations, and problem-solving adequacy.With these criteria, OCBs will definitely lead high effectiveness of the schools.

ConclusionWe can mend the conclusion that organizational citizenship behaviors can beconsidered as one of the salient feature for promoting professionalism, academicexcellence, mindfulness, and supportive leadership within schools and transformingschools as one of the most effective service organization. Finally, leading to ageneration, which can compete to meet the global changes. Moreover, the studyrevealed that teachers working in public schools exhibit higher levels of OCBs andoffer more positive working climate in comparison to private schools. Hence, measuresshould be vitally taken off so as to make the working climate of private schools morepositive and exhibiting higher levels of OCBs.

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Tschannen-Moran, M. (2001), “Collaboration and the need for trust”, Journal of EducationalAdministration, Vol. 39, pp. 308-31.

Yukl, G.A. (2002), Leadership in Organizations, 4th ed., Prentice Hall, Upper Saddle River, NJ.

Further reading

Bulach, C.R., Malone, B. and Castleman, C. (1995), “An investigation of variables related tostudent achievement”, Mid-Western Educational Researcher, Vol. 8 No. 2, pp. 23-9.

DiPaola, M.F., Tarter, J.C. and Hoy, W.K. (2004), Measuring Organizational Citizenship inSchools: The OCB Scale, Information Age Publishing, Charlotte, NC.

Kappa Delta, P. (1987), “Eleven key factors to creating a positive school climate, taken”,Handbook for Conducting School Improvement Projects, Phi Delta Kappa EducationalFoundation, Bloomington, IN.

McBrien, J.L. and Brandt, R.S. (1997), The Language Learning: A Guide to Education Terms,Association for Supervision and Curriculum Development, Alexandria, VA.

Orest, P. (1973), “A study of organizational climate of high and low adopter elementary schools inthe province of Saskatchewan”, SSTA Research Center Report, available at: www.ssta.sk.ca

Smith, C.A., Organ, D.W. and Near, J.P. (1983), “Organizational citizenship behavior: its natureand antecedents”, Journal of Applied Psychology, Vol. 68, pp. 653-63.

Tripathi, N. and Chaitnya, N.K. (2001), “Dimensions of OCB”, Indian Journal of IndustrialRelations, Vol. 37 No. 2.

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Corresponding authorPooja Garg can be contacted at: gargpooja2000@yahoo.com or gargpdhs@iitr.ernet.in

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