Implications

Organizational citizenship is a fairly new concept to the educational arena and further analysis can aid both practitioners and researchers. It is worth noting that these behaviors are directly linked with organizational effectiveness and increased student achievement. Schools that face sanctions for low scores on standardized tests can benefit from this research. Organ and Ryan (1995) raise the question concerning the existence of a general psychological state of an organization; they consider the analogous m-factor which stands for morale (DiPaola, Tarter, & Hoy, 2005). This state would include a host of such attitudinal variables as fairness, satisfaction, commitment, efficacy, and mindfulness (DiPaola, Tarter, and Hoy, 2005). If organizational citizenship is “performance that supports the social and psychological environment in which the task performance takes place” (Organ, 1997, p.95), then researchers may find the relationship between OCB and such systems variables as supportive leadership, commitment, organizational justice, school size, and morale a useful area of inquiry (DiPaola, Tarter, & Hoy, 2005).

Conclusion

In this high stakes standardized testing environment it is important that teachers extend their level of expertise to help their peers and clients; this contribution to the school as an organization helps to ensure that these organizations can reach the standardized requirements set forth by the state and federal governments. Organizational citizenship was positively and significantly related to collegial principal behavior, teacher professionalism, academic press, school mindfulness, and perceptions of effectiveness. This construct has become an important aspect in helping schools to make adaptations and innovations that are necessary for long-term survival and growth (DiPaola &Tschannen-Moran, 2001).