Document Type : Research Article (Quantitative)
Authors
1 Student of Educational Management, Islamic Azad University, Isfahan (Khorasgan), Iran.
2 Associate Professor of Educational Management, Islamic Azad University, Isfahan (Khorasgan), Iran.
3 Assistant Professor of Educational Sciences, Qom University, Qom, Iran
Abstract
Purpose: The present study was conducted with the aim of presenting the model of organizational citizenship behavior of Iranian public school teachers.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative based on grounded theory. The research population was Iranian education experts in 2020 year. The sample size was estimated according to the principle of theoretical saturation 28 people who were selected by purposive sampling method after reviewing the inclusion criteria. To collect data were used from semi-structured interview which its validity was confirmed by the triangulation method and its reliability was estimated by the agreement coefficient method between the two coders 0.83. Data were analyzed by open, axial and selective coding method based on grounded theory in MAXQDA software.
Findings: The results showed that the organizational citizenship behavior of Iranian public school teachers had 178 concepts and 23 sub-categories in 12 main categories. In the central phenomenon of teachers' organizational citizenship behavior, were identified the two main categories of strategic changes of education system (with two sub-categories of keeping up with new changes and developments and the growth of moral values and spirit of self-sacrifice) and organizational developmentalist attitudes (with two sub-categories of development of participatory functions and external development of an efficient education system) as causal conditions, three main categories of organizational leadership characteristics (with two sub-categories of leaders' benevolent tendencies and effective and dynamic leadership behaviors), individual characteristics of followers (with two sub-categories of ideal values and behavioral norms) and organizational characteristics (with two sub-categories of value-oriented organizational culture and compassion-oriented organizational climate) as underlying conditions, two main categories of collective capital (with two sub-categories of social psychological capital and public culture) and value change (with two sub-categories of pluralistic values growth and socio-cultural growth) as intervening conditions, three main categories of organizational strategies (with two sub-categories of staff training and motivating organizational culture), management strategies (with one sub-category of effective leadership) and community-based strategies (with two sub-categories of representing role of Farhangian and development of public culture) as strategies and two main categories of individual (with two sub-categories of psychological consequence and development of individual pragmatism) and socio-organizational (with two sub-categories of transcendental organization and social dynamism) as outcomes. Finally, a paradigm model of organizational citizenship behavior of Iranian public school teachers was designed.
Conclusion: According to the results of the present study, planning is necessary to improve the organizational citizenship behavior of Iranian public school teachers through the concepts and main and sub categories.
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