Document Type : Research Article (Quantitative)
Authors
- Mohammed Hamzah Mansoor Altalebi 1
- Mehrdad Sadeghi 2
- Riyaz Hossein Abais AlMurshidi 3
- Saeed Sharifi 4
1 PhD student in Human Resource Management, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
2 Assistant Professor, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
3 Assistant Professor, Department of Management, Karbala University, Karbala, Iraq.
4 Associate Professor, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
Abstract
Purpose: Organizational citizenship behavior plays an important role in improving the service quality of organizations, including education organization. Therefore, the aim of this study was to evaluate the relationship between the categories of organizational citizenship model in the education.
Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was the education managers and workers of Babol province in Iraq country, and according to Cochran's formula the sample size was determined to be 385 people which this number was selected by available sampling method. The research tool was a researcher-made questionnaire of organizational citizenship in the education with 61 items, which its data were analyzed by exploratory factor analysis and partial least squares in SPSS-22 and Smart-PLS-4 software.
Findings: The findings showed that the central phenomenon of organizational citizenship in education had 10 components in 5 categories of causal conditions, contextual conditions, intervening conditions, strategies and consequences (each one two components), which all of components had a factor loading of higher than 0.50 and all of them had Cronbach and combined reliability of higher than 0.70. Also, the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45 and were indicated their non-overlapping. In addition, according to the indicators of commonality and redundancy, the organizational citizenship model in the education had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on the central phenomenon, the effect of central phenomenon on the strategies and the effect of strategies on the consequences were significant (P<0.05).
Conclusion: The designed organizational citizenship model in the education can help to education managers, officials and planners in designing programs to improve the organizational citizenship in this organization.
Keywords
Main Subjects
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