In the name of Allah, the

Beneficent and the Merciful

1

M.Phil Thesis Defense Presentation

Thesis Title

Ana lys is o f Org a nizatio na l Comm itment a nd J us tice a s Predicto rs of Citizens hip Beha vior o f Seco nda ry Scho ol Tea chers

Plan of Presentation
Introduction
Research Problem:
Objectives of the Study
Theoretical Framework:
Development of Our Research Model and Hypotheses
Methodology and Research Design:
Data Analyses and Results
Key Findings and Results of the Study

Major Contributions
Managerial Implications
Limitations
Recommendations for Future research
3

Research Problem

There are two types of performance on work

settings:

Job
Performance

In-Role
Performance
(Non-discretionary
i.e. as per job
description)
Extra-Role
Performance
(Discretionary i.e.
not formally required
and rewarded e.g.
OCB)

Research Problem (cont)

There have been numerous studies on the contextual or inrole performance of employees both from the perspectives of
antecedents and consequences e.g. Judge et al, 1989; Judge et
al, 2001; Janssen and Yperen, 2004; Selamat et al 2013 etc.:

Job
Performance

In-Role
Performance
(Non-discretionary
i.e. as per job
description)

Research Problem (cont)

The empirical studies on the predictors of employees noncontextual or extra-role performance like organizational
citizenship
behaviors are relatively rare especially in the
education sector on teachers:

Job
Performance

ExtraRole/Discretionary
Performance e.g.
OCB)

Research Problem (cont)

The basic reasons behind this low

attention is the perception that:
These discretionary aspects of

performance are relatively out of the

context because of low organizational
control over them, and
Lack of organizational perspective

specifically for the school teachers.

Research Problem (cont)

Recently, however, an increasing attention has
been paid towards the predictors of these
discretionary behaviors of employees termed as
OCBs because of :
Growing realization of the importance of

these discretionary behaviors of employees.

Many recent studies highlighted the role of

OCBs for the smooth functioning and

profitable growth of the organization (e.g.
Mackenzie et al, 1993 & 1999; McNeely, 1994; LePine,
8

Research Problem (cont)

The studies on the predictors of OCBs of secondary school

teachers especially in the developing countries like Pakistan

are quite rare,
The researcher had found only one good study on employees

OCBs (Qurratulain, 2010) but that was also conducted on

industrial sectors other than education sector.
This study, therefore, is perhaps the first attempt to fulfill this

gap in the literature.

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Statement of the
Problem
The research problem for this study was
stated as:
To determine whether selected constructs
of organizational commitment,
perceived organizational justice,
perceived supervisor support and job
satisfaction have positive significant
relationships with the dimensions of
organizational citizenship behaviors of
secondary school teachers in Sargodha
10
district.

Statement of the Problem

(cont)
In addition to these direct effects, the role of certain

demographic variables (e.g. gender, experience, type of

organization i.e. public or private, qualification, organization
size and nature of job i.e. regular or contractual) as control

or moderating variables were also studied.

11

Statement of the Problem

(cont)
This study has thus explored the

relationships between the dimensions of

organizational justice, organizational
commitment, supervisor support, job
satisfaction on organizational
Citizenship behaviors of secondary
school teachers.
12

Objectives
the objectives
Study of the study were
For clarity and precision,
the of
major
stated as follows:
1. To find out the effects of demographic variables like
participants gender, age, qualification, experience, size of
organization, type of organization and nature of job on
secondary school teachers organization citizenship
behaviors.
2. To determine the moderatory role of gender on the
relationships of the dimensions of perceived
organizational justice, organizational commitment,
superiors support, and job satisfaction with secondary
school teachers organizational citizenship behaviors.
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Objectives
of the effects
Study (cont)
3. To determine
the direct
of dimensions of
perceived organizational justice (distributive,
procedural and interactional justice) on secondary
school teachers organizational citizenship
behaviors (helping, civic virtue, sportsmanship
and compliance).
4. To find out the impacts of dimensions of perceived

organizational commitment (affective,

continuance and normative commitment) on
secondary school teachers organizational
citizenship behaviors (helping, civic virtue,
14

Objectives of the Study (cont)

5.

To determine the impacts of perceived job

satisfaction on secondary school teachers
organizational citizenship behaviors (helping,
civic virtue, sportsmanship and compliance).

6.

To find out the effects of perceived supervisor

support on secondary school teachers
organizational citizenship behaviors (helping,
civic virtue, sportsmanship and compliance).
15

Delimitations of the
Study
Due to certain constraints of the time, energy and resources, the
study was delimited to the followings:
Only to the secondary school teachers currently serving
in the schools of Sargodha district were studied.
Only the selected predictors of organizational citizenship
behaviors of secondary school teachers were studied.
The data were collected by using only one method of data
collection i.e. by administering questionnaires.
The cross sectional design was applied.
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Theoretical Framework of Study

The theoretical framework of the study was based

on the social exchange theory.

Social exchange theory (SET) is among the most

influential conceptual models for understanding

workplace behavior.
Although different views of social exchange

have emerged, theorists agree that social

exchange involves a series of interactions that
generate obligations (Emerson, 1976).
17

Theoretical Framework of Study (cont)

Within SET, these interactions are usually seen

as interdependent and contingent on the

actions of another person/group (Blau, 1964).
The SET also emphasizes that these

interdependent transactions have the potential

to generate high-quality relationships;
Though this only will occur under certain

circumstances (e.g. perceived fairness, trust

and support ect.).
18

Theoretical Framework of Study (cont)

The key proposition of the social exchange

theory is that all humanrelationshipsare formed

by the use of a subjective cost-benefit
analysis and the comparison of alternatives.
All relationships thus involve exchanges

although the balance of this exchange is NOT

always equal.
We cannot achieve our goals alone so as humans

we have to sometimes become actors and

interact and cooperate with other actors in19

Theoretical Framework of Study (cont)

Social exchange theory thus provides

theoretical explanation for teachers

organizational citizenship behavior.
This study examined a clear and well-

specified model of relational exchanges

between schools/school heads and teachers.
20

Theoretical Framework of Study (cont)

This type of exchanges serve as the

foundations of relationships between

antecedents (like justice, commitment, support,
job satisfaction) and organizational citizenship
behaviors as a consequence of teacher
school exchanges.

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Conceptual Framework of
Study
Based on the social exchange theory

with rules and norms of reciprocity and

negotiation, this study developed the
following conceptual model comprising
the key variables and their mutual
relationships:

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Conceptual Framework of Study (cont)

Predictor Variables:

Organizational justice

Organizational
commitment

Supervisors Support

Job Satisfaction

Criterion Variables:
OCB Dimensions:

Helping,

Civic virtue,

Sportsmanship, and

Compliance

Moderating Variables:

Gender

Control Variables:

Age

Qualification

Experience

Size of organization

Type of
organization

Nature of job

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Conceptual Framework of Study (cont)

Research Model of the Study
Organizational Justice

OCB Helping

Organizational
Commitment

OCB Civic
Virtue

OCB
Sportsmanship

Job Satisfaction

OCB
Compliance

Supervisor Support

Gender
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Development of the Research

Model
H H H H )H
Gender

(H1a,

1b,

1c,

1d,

1e

Distributive Justice
(H2a, H2b, H2c, H2d, H2e) H2

Operational Justice

H9 (H9a, H9b, H9c, H9d)

OCB Dimensions
OCB-Helping

(H3a, H3b, H3c, H3d, H3e) H3

Interactional
Justice

(H4a, H4b, H4c, H4d, H4e) H4

OCB-Civic Virtue

Affective
Commitment

(H5a, H5b, H5c, H5d, H5e) H5

Continuance
Commitment

OCBSportsmanship

(H6a, H6b, H6c, H6d, H6e) H6

Normative
Commitment
(H7a, H7b, H7c, H7d, H7e) H7

OCB-Compliance

Job Satisfaction
(H H

H H8e) H8

8a,
8b,
8c,
8d,
Supervisors
Support

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Methodology of Research
Population of the Study

Out of the 50 selected high

The teachers currently working

in

the

secondary

schools

situated in district Sargodha.

Sample

From these 50 secondary

A sample of 500 currently

working

secondary

school

teachers was selected from

the 50 conveniently selected
high schools (25 rural and 25
urban)

schools, 25 were selected from

public sector and the other
25 were selected from private
sector.

situated

Sargodha district.

in

the

schools almost 10 teachers

were contacted in person at
convenience and 500
questionnaires were
distributed in order to obtain a
large sample with the desired
distributional properties of the
data required.
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Methodology of Research
(cont..)

Research Design:

Quantitative but non-experimental in nature,

Cross-sectional survey research design.

Data were collected in single shot (at one point in time)

Data Collection:

Pilot Study and adaptation of the research instruments (with 20 SSTs)

Distribution (500) and collection of filled in questionnaires (400)

Actual Response Rate:

Out of the total 500 questionnaires distributed among the sample respondents, 400 questionnaires were returned in usable condition.

The response rate of the study was 80%

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Scales Used to Measure

Constructs
The researcher used 7-point Likert scales to measure the

key constructs involved in the study.

All items were rated on a seven-point scale ranging from (1)

strongly dissatisfied" to (7) strongly satisfied, or (1)

strongly disagreed to (7) strongly agreed.
1.

Organizational Commitment (OC)scale:

A 15 items based on Meyer, Allen & Smiths (1993) scale
measuring the three dimensions of OC i.e. affective,
continuance and normative commitment (using 5 items for
each) was used.
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Scales Used to Measure

Constructs (cont..)
2. Perceived Organizational Justice (OJ)Scale:
The secondary school teachers perceived organizational
justice (OJ) was measured by a 15-items scale based on
Moorman (1991) and Muellers (1986) scales measuring the
three dimensions of OJ i.e. procedural, distributive and
interactional justice. The items, however, were slightly
modified to start with, In my school..
3. Job Satisfaction Scale:
In this study the researcher measured secondary school
teachers level of job satisfaction by administering 14items from the Job Diagnostic Survey, JDS (Hackman29&

Scales Used to Measure

Constructs (cont..)
4. Perceived Supervisor Support:
Teachers perception about supervisor /school head
support was measured by a 4-items scale adapted from the
Eisenberger et al. (2002) scale for perceived
organizational support by replacing the word organization
with supervisor.
5.

Organizational Citizenship Behavior (OCB) Scale:

The researcher used the 24-item scale developed by
Podsakoff, et al. (1990) measuring the five dimensions of
employees OCBs i.e. helping, civic virtue,
sportsmanship, and compliance.

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Scales Used
Variable or Scale to
Measure a
Construct
Construct

Organization Helping
al
citizenship
Civic Virtue
Behavior
(OCB)
Sportsmansh
ip
Compliance

Organization Distributive
Justice
al Justice

Operational
Justice
Interactional
Justice
Organization Affective
Commitment
al
Continuance
Commitment
Commitment
Normative
Commitment
Job
Job
Satisfaction Satisfaction

Supervisor
Support

Supervisor
Support

No.
Cronba
of
ch
Item Alpha
s

Construct
Convergent
Reliability (CR) Validity (CV)

0.78 (CR does exist)

0.78

0.68

0.80

0.66

0.84

0.81

0.80

0.71

0.65

0.64

0.83

0.80

Discrimin
ant
Validity
(DV)

0.68 (Marginal CR
exists)
0.846 (CR does exist)

0.42 (Marginal CV does

exist)
or 44%
0.43 (Marginal CV does
exist)
0.49 (Marginal CV does
exist)
0.40 (CV does not
exist)
0.582 (CV does exist)

0.811 (CR does exist)

0.519 (CV does exist)

DV does exist

0.821 (CR does exist)

0.541 (CV does exist)

DV does exist

0.73 (CR does exist)

0.48 (Marginal CV does

exist)
0.40 (CV does not
exist)
0.38 (CV does not
exist)
0.39 (CV does not
exist)

DV does exist

0.70 (CR does exist)

0.78 (CR does exist)

0.66 (Marginal CR
exists)
0.65 (Marginal CR
exists)
0.833 (CR does exist)
0.807 (CR does
exist)

DV does exist
DV does exist
DV does exist
DV does exist
DV does exist

DV does exist
DV does exist
DV does exist

0.59 (CV does

exist)
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Data Analyses: Key Results of Study

H1: The distributive justice perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).
Gender
NS
NS

NS ( = -.05, p > 0.05)

OCB-Helping

NS ( = .01, p > 0.05)

OCB-Civic Virtue

NS
NS

(H1a, H1b, H1c, H1d, H1e) H1

Distributive Justice

NS ( = .08, p > 0.05)

NS ( = -.09, p > 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H1 (main) and sub-hypotheses H1a, H1b, H1c, H1d and H1e were all
rejected at alpha level .05.
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Data Analyses: Key Results of Study (cont)

H2: The operational justice perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).

NS

(H2a, H2b, H2c, H2d, H2e) H2

Operational Justice

S ( = .15, p < 0.05)

Gender

S ( = .11, p < 0.05)

OCB-Helping

NS
NS
S ( = .14, p < 0.05)

S ( = .13, p < 0.05)

S ( = .11, p < 0.05)

OCB-Civic Virtue

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H2 (main) and sub-hypotheses H2a, H2b, H2c, and H2d were all
accepted at alpha level .05 whereas H2e was partially supported.
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Data Analyses: Key Results of Study (cont)

H3: The interactional justice perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).
Gender
NS
NS

NS ( = -.04, p > 0.05)

OCB-Helping

NS ( = -.09, p > 0.05)

OCB-Civic Virtue

NS
NS

(H3a, H3b, H3c, H3d, H3e) H3

Interactional
Justice

S ( = .15, p < 0.05)

NS ( = .01, p > 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H3 (main) was partially supported for only sportsmanship and
other sub-hypotheses H3a, H3b, H3d were rejected. The H1e was also rejected at alpha
level .05.
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Data Analyses: Key Results of Study (cont)

H4: The affective commitment perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).

NS
NS
NS

(H4a, H4b, H4c, H4d, H4e) H4

Affective
Commitment

S ( = .10, p < 0.05)

Gender

S ( = .12, p < 0.05)

OCB-Helping

S ( = .17, p < 0.01)

OCB-Civic Virtue

S ( = .15, p > 0.01)

S ( = .20, p > 0.01)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H4 (main) and sub-hypotheses H4a, H4b, H4c, and H4d were
completely supported at alpha level .01 while H1e was partially supported for
compliance at alpha level .05.
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Data Analyses: Key Results of Study (cont)

H5: The continuance commitment perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).

(H5a, H5b, H5c, H5d, H5e) H5

Continuance
Commitment

S ( = .52, p < 0.01)

NS

S ( = .13, p < 0.05)

Gender

NS ( = -.02, p > 0.05)

OCB-Helping

NS
S ( = .15, p < 0.01)

NS ( = .06, p > 0.05)

S ( = .15, p < 0.05)

OCB-Civic Virtue

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H5 (main) was partially supported for civic virtue and compliance
while sub-hypotheses H5a, H5c, were rejected. The H5e was also partially supported
for civic virtue and sportsmanship at alpha level .05.
36

Data Analyses: Key Results of Study (cont)

H6: The normative commitment perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).
Gender
NS
NS

NS ( = .025, p > 0.05)

OCB-Helping

NS ( = .08, p > 0.05)

OCB-Civic Virtue

NS
NS

(H6a, H6b, H6c, H6d, H6e) H6

Normative
Commitment

S ( = .11, p < 0.05)

NS ( = -.03, p > 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H6 (main) was partially supported for only sportsmanship while
sub-hypotheses H5a, H5b, and H5d were rejected. The H6e was completely rejected
because none of the interactions was significant.
37

Data Analyses: Key Results of Study (cont)

H7: The job satisfaction perceived by secondary school teachers will have significant positive
relationships with dimensions of organizational citizenship behaviors (OCBs).

NS
NS

(H7a, H7b, H7c, H7d, H7e) H7

Job Satisfaction

S ( = .13, p < 0.05)

Gender

NS ( = -.02, p > 0.05)

OCB-Helping

NS ( = -.09, p > 0.05)

OCB-Civic Virtue

NS

NS ( = .09, p > 0.05)

NS ( = -.03, p > 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H7 (main) and sub-hypotheses H7a, H7b, H7c, and H7d were all
rejected at alpha level .05 wheras H7e was partially supported only for sportsmanship.
38

Data Analyses: Key Results of Study (cont)

H8: The supervisor support perceived by secondary school teachers will have significant
positive relationships with dimensions of organizational citizenship behaviors (OCBs).
Gender
NS
NS

S ( = .20, p < 0.05)

OCB-Helping

S ( = .14, p < 0.05)

OCB-Civic Virtue

NS
NS

(H8a, H8b, H8c, H8d, H8e) H8

Supervisor
Support

NS ( = -.o5, p > 0.05)

S ( = .15, p < 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H8 (main) was mostly supported for helping, civic virtue and
compliance and sub-hypotheses H8a, H8b and H8d were supported whereas H8e was all
rejected at alpha level .05.
39

Data Analyses: Key Results of Study (cont)

H9: The male and female secondary school teachers will significantly differ in their perceived levels
of organizational citizenship behaviors (helping, civic virtue, sportsmanship and compliance).

OCB-Helping
S (F = 22.22, p > 0.001)

(H9a, H9b, H9c, H9d,) H9

Gender

NS (F = 0.11, p > 0.05)

OCB-Civic Virtue

S (F = 8.65, p > 0.001)

NS (F = 0.49, p > 0.05)

OCBSportsmanship

OCB-Compliance

So, our Hypothesis H9 (main) was partially supported at alpha level .001 for helping
and sportsmanship for sub-hypotheses H9a and H9c whereas H9b and H1d were
rejected at alpha level .05.
40

Major Contributions of the Study

Detailed Psychometric Analysis of the scales used to measure organizational justice,

organizational commitment and organizational citizenship behavior.

Providing empirical evidence to support most of the propositions of the research model.
Adding additional moderating variable of gender in the OCB relations with predictors.
Using a homogeneous sample of secondary school teachers ensuring uniformity of analysis as

compared to the heterogeneous samples of previous studies.

Broader scope and generalizability as compared to previous studies due to more predictors and

control variables and larger sample size.

41

Managerial Implications of Study

The results highlighted the fact that male and female teachers differed in

their inclinations towards various dimensions of OCB e.g. males were found
to be inclined towards OCB dimension of sportsmanship while female
teachers were found to be more inclined towards helping dimension of OCB.
The male and female employees should, therefore, be treated in different

manner and according to their role obligations because of their different

individual orientations.
Guiding HR managers to improve employees OCBs by:
Improving employees job attitudes and behaviors .

Offering them fair treatment

Enhancing their commitment and loyalty towards the organization

42

Limitations of Study
Use of cross-sectional research design.
Use of self-reported scales to measure variables involved.
Likelihood of effect of common method bias due to;
Use of single measurement method

Model specification error may be involved because of excluding:

Organizational Culture
OCB Role Definitions
National culture orientations

Lack of the causal relationship testing between predictors and criterion variables.

43

Recommendations for Future Research

The following issues still remain less focussed in this study and demand further research:
Issue of Causality ---- Need for Causal Research
Issue of Attitudinal Changes over Time --- Need for a Longitudinal Study
Issue of Cross-Cultural Validation --- Need for a Cross-Cultural Research
Issue of Model Extension --- Need for the Addition of Other Variables like OCB role

definitions etc.
Issue of Generalizability --- Need for Diverse Samples
Issue regarding the use of mixed methods i.e. both qualitative and quantitative approaches.

44

Thanks for Your

Attention and
Patience!

45