NAMA: AIZUL FARED BIN MANSOR

NO MATRIK : 807615

SGDU 6033: ORGANIZATIONAL BEHAVIOR IN EDUCATION

LECTURER : PROF.MADYA Dr. MUSTAPA KASSIM

ARTICLE REVIEW : JOURNAL 3

TAJUK : AN EMPIRICAL RESEARCH ON ORGANIZATIONALBEHAVOR OF
UNIVERSITY TEACHERS IN CHINA

Introduction
This article of organizational citizenship behaviour mainly focused on business
organizations. Teachers organizational citizenship behaviour is kind of extra role behaviour
and attitude which is beneficial for school. The article firstly verified the dimensional
structure of organizational citizenship behaviour of University teachers then explored the
impact of teachers personal background characteristics on their organizational citizenship
behaviour. Therefore, the problem is clearly stated in this article. Dipaola & Tschannen
Moran (2001) firstly studied the organizational citizenship of teachers in schools and
proposed the conception of organizational citizenship behaviour which is later named
Teachers Organizational Citizenship Behaviour. It is defined as a kind of extra role and
voluntary behaviour to help students or colleagues while the teachers engaging in their duties.
Duderstadt (2005) known as former president of University of Michigan pointed out that the
university, no matter how large is the scale and how complex is the institution should try to
find ways to enable teachers to participate in important policy decision and then influence the
entire university. However in current social context in China, the administrative power is too
large and the academic power comparatively small in universities so many university teachers
are indifferent to internal affairs and decision making. This theoretical rationale are
significant to the problem. There are three review of literature which are :

(i)

Measurement of teachers organizational citizenship behaviour.

Smith, Organ and Near (1983) developed a two dimensional scale of
organizational citizenship behaviours which are altruism and general
compliance. Meanwhile Podsakoff, MacKenzie, Morrman and Fetter (1990)
develop

five

dimensional

scale

which

are

civic

virtue,

altruism,

conscientiousness, sportsmanship and courtesy. Farh, Earley and Lin (1997)

compiled the

Chinese organizational citizenship behaviour questionnaire

which fit Taiwans culture background including 20 item divided into five
dimension which are identify with the company, conscientiousness, altruism
toward colleagues, interpersonal harmony and protecting company resources.
(ii)

Foreign studies on teachers organizational citizenship behaviour.

Dipaola,Somech, Feather and Bragger (2001) were focused on primary and
secondary school teachers. They develop four dimension which are work
family conflict, work family culture, job satisfaction and organizational
commitment.

This

were

correlated

with

organizational

behaviours

significantly.
(iii)

Studies on teachers organizational citizenship behaviour.

Guo (2005) firstly proposed that customer oriented teacher organizational
citizenship behaviour is the crucial variable that influencing the educational
effectiveness of university which didnt develop correlative empirical
research. Cao & Long (2007) verified that the secondary school teachers
organizational citizenship behaviour was affected by their professional title
and the level of their school.

This literature review are relevant in this article. There is no hypothesis stated in this article.
However the operational definition are provided which is teachers organizational citizenship

behaviour is defined as a kind of extra role behaviour and attitude which teachers behaving
voluntarily and is beneficial to the organization including a series of actions as help students,
assist colleagues and maintain interests of the organization.

Methadology
Organizational Citizenship Behaviour questionnaire developed by Farh, Early & Lin
(1997/2004) were used as reference to formed interview and opening survey of university
teachers. The concept consists of three characteristic which are it is a kind of extra role
behaviour, that is not the role of teaching work required, the behaviour is not in the scope of
the standard about teachers rewards and punishments and the behaviours is beneficial to the
organizational. The questionnaire consists of 22 items. All items are clustered into five
aspects which are identification with the organization, conscientiousness, altruism toward
colleagues, interpersonal harmony and protecting company resources. This method were used
to attack and answer the problem in this article. This sample consists of 430 teachers in 18
universities located in Beijing, Tianjin and Heibei province. There are no probable source of
error that might influence the results of the study.

Findings
This article found that teachers organizational citizenship behaviour consist of five
dimensions which are firstly, identify with the organization means that teachers must make
plans for the university, participate in activities in or outside the organization, maintenance
the image of the university. Secondly, conscientiousness means that teachers learn hard the
new knowledge, teach seriously and guide students after class. Third, assisting colleagues
means that teachers care and help colleagues and coordinate work with colleagues actively.
Interpersonal harmony means that teachers maintain harmonious interpersonal relationship

actively, even at the expense of personal interests. Fourth, protecting resources means that
teachers save organizational resources to help students or the university. Fifth, the teaching
age, professional title and educational background of teachers have significant impact on
their organizational citizenship behaviour. Statistical techniques were used to analyze the data
and they were appropriate to the findings.

Conclusions
Teachers organizational citizenship behaviour is a kind of extra role behaviour and
attitude which is beneficial for the organization. As the universities organizational structure
loose, teachers working hours is free and the location is not fixed, teacher self evaluation was
used in the research to measure teachers organizational citizenship behaviour. The result will
lay theoretical foundation for further exploring the relationship between teachers
organizational citizenship behaviour and other variables. At the same time it will provide
practice guidance for universities leaders to evaluate teacher performance and establish
incentive policies in the organizational. The teaching age, professional title and educational
background have significant influence on teachers organizational citizenship behaviours.
While other background characters have no significant effect. Therefore, the conclusion
presented clearly. The data provided also support the conclusions. The researcher does not
over generalize his finding. He also dont give the limitations on this article.