Shaping teachers’ organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy

Abstract

Abstract Background/purpose The aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers’ self-efficacy and OCB, as well as between trust in colleagues and OCB. Design/methodology/approach The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses. Findings The results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB. Originality/value Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.

Keywords

• Teacher self-efficacy
• Collective efficacy
• Organizational citizenship behavior
• School teachers
• Government schools