Organizational justice and enabling school structure as predictors of organizational citizenship behavior

dc.contributorWestbrook, Philip
dc.contributorColeman, Julianne M.
dc.contributorSun, Jingping
dc.contributor.advisorMitchell, Roxanne M.
dc.contributor.advisorTarter, Clemens John
dc.contributor.authorTurner, Jeremy Brandon
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-07-11T16:49:18Z
dc.date.available2018-07-11T16:49:18Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractResearch suggests that teachers who exhibit organizational citizenship behaviors positively affect student achievement. Additionally, leaders can influence school climate by establishing perceptions of justice and a school structure that is enabling. The purpose of this study was to investigate the relationship between organizational citizenship behaviors, organizational justice, and enabling structures in schools. Data were collected at the school level using reliable and valid surveys that individually measure citizenship behavior, perceptions of justice, and the extent that school structure is enabling. The Organizational Citizenship Behavior Scale (OCB), Organizational Justice Scale (OJS), and the Enabling School Structure Form (ESS) were utilized to survey licensed teachers for their responses. Data were analyzed from 781 teachers in 58 public elementary schools and 50 public secondary schools in Alabama. Correlational analyses were conducted to determine the relationships among the variables. Findings indicated that organizational citizenship did not have a significant relationship with organizational justice or enabling school structures. However, a significant positive correlation was found between organizational justice and enabling school structures. Additionally, a regression analysis indicated neither organizational justice nor an enabling school structure predicted organizational citizenship behaviors among teachers. SES was not correlated with, or a predictor of, any other variable. This study, by examining the relationships among these variables, provided new insight into the theoretical knowledge of organizational dynamics, and practically as a guide to school administrators.en_US
dc.format.extent93 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002961
dc.identifier.otherTurner_alatus_0004D_13469
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3646
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational administration
dc.titleOrganizational justice and enabling school structure as predictors of organizational citizenship behavioren_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Administration (Secondary School)
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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