Citizenship Behavior

8/6/2019 Citizenship Behavior

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Enhancing CitizenshipEnhancing Citizenship

Behavior throughBehavior throughTransformational Leadership:Transformational Leadership:

An Educational Case An Educational Case

Sara BankiSara BankiUniversity of TorontoUniversity of Toronto



OverviewOverview

Defining ConceptsDefining Concepts

--Transformational LeadershipTransformational Leadership

--Organization Citizenship BehaviorOrganization Citizenship Behavior

--TrustTrust

Framework Framework

HypothesisHypothesis

MethodMethod ResultsResults

DiscussionDiscussion

Future DirectionFuture Direction



QuestionsQuestions

Is there a positive relationship betweenIs there a positive relationship betweenteachersteachers’ ’ civic virtue and principalscivic virtue and principals’ ’

transformational leadership behaviours thattransformational leadership behaviours that

enhance trust?enhance trust? What is the current level of civic virtueWhat is the current level of civic virtue

practiced by teachers?practiced by teachers?

To what extent do teachers perceive theirTo what extent do teachers perceive their

principals to enact leadership behaviours?principals to enact leadership behaviours?

Is women level of civic virtue higher thanIs women level of civic virtue higher thantheir male colleagues.their male colleagues.



TransformationalTransformational

LeadershipLeadership

Transformational vs. transactionalTransformational vs. transactionalleadershipleadership

Transformational leaders persuadeTransformational leaders persuade

followers to question assumptions,followers to question assumptions,

methods and goals in order tomethods and goals in order to

understand and transform their actionsunderstand and transform their actionsand behaviours .and behaviours .

Rational vs. emotional emphasisRational vs. emotional emphasis



DimensionsDimensions

Charisma and vision buildingCharisma and vision building

Individualized supportIndividualized support

Intellectual stimulationIntellectual stimulation



Dimensions in SchoolDimensions in School

ContextContext Setting DirectionsSetting Directions

--building shared visionbuilding shared vision

-- consensus about goalsconsensus about goals

-- demonstrate high performance expectationsdemonstrate high performance expectations

Developing PeopleDeveloping People--individualized supportindividualized support

-- intellectual stimulationintellectual stimulation

--modeling valuesmodeling values Redesigning the OrganizationRedesigning the Organization

-- productive school cultureproductive school culture

-- shared decision making structureshared decision making structure-- productive relation with the communityproductive relation with the community



Organization CitizenshipOrganization Citizenship

Behavior (OCB)Behavior (OCB)

IndividualIndividual behaviorbehavior that isthat isdiscretionary, not directly or explicitlydiscretionary, not directly or explicitly

recognized by the formal rewardrecognized by the formal reward

system, and that in the aggregatesystem, and that in the aggregatepromotes the effective functioning of promotes the effective functioning of

the organization.the organization. Extra role vs. in role activitiesExtra role vs. in role activities




Altruism Altruism

ConscientiousnessConscientiousness

SportsmanshipSportsmanship

CourtesyCourtesy

Civic VirtueCivic Virtue



TrustTrust

Philosophical vs. economic vs.Philosophical vs. economic vs.individual vs. organization perspectiveindividual vs. organization perspective

Trust is oneTrust is one’ ’ s willingness to bes willingness to be

vulnerable to another based on thevulnerable to another based on the

confidence that the other isconfidence that the other is

benevolent, honest, open, reliable andbenevolent, honest, open, reliable andcompetentcompetent




BenevolenceBenevolence

HonestyHonesty

OpennessOpenness

ReliabilityReliability

CompetenceCompetence



Framework Framework

BassBass’ ’ s (1985) claim that transformationals (1985) claim that transformationalleaders stimulate extra effort among theirleaders stimulate extra effort among their

followers through their charisma and/orfollowers through their charisma and/or

individualized consideration has beenindividualized consideration has beentested by many scholars.tested by many scholars.

Trust as a mediator in this relationshipTrust as a mediator in this relationship In schools: trustIn schools: trust--enhancingenhancing

transformational leadership behaviorstransformational leadership behaviors

and OCBand OCB



Framework Framework

In education context: positive relationIn education context: positive relationwith altruism and compliance.with altruism and compliance.

Other mediators: justice, support, jobOther mediators: justice, support, job

satisfactionsatisfaction

Why civic virtue?Why civic virtue?

Gender difference?Gender difference?



HypothesisHypothesis

H1: there is a positive relationshipH1: there is a positive relationshipbetween teachersbetween teachers’ ’ civic virtue andcivic virtue and

principalsprincipals’ ’ transformational leadershiptransformational leadership

behaviours that enhance trust?behaviours that enhance trust?

H2: womenH2: women’ ’ s level of civic virtue iss level of civic virtue is

higher than their male colleagues.higher than their male colleagues.



MethodMethod

Part of a larger studyPart of a larger study 12 items for trust12 items for trust--enhancingenhancing

transformational leadershiptransformational leadership

Four items for civic virtueFour items for civic virtue

Sample: 180 schools, 45 district, 1 highSample: 180 schools, 45 district, 1 high

school 2 middle school and 2 elementaryschool 2 middle school and 2 elementaryfrom each district.from each district.

3163 teachers responded a 62%3163 teachers responded a 62%response rateresponse rate



ResultsResults

Internal reliability of 0.94 and 0.83Internal reliability of 0.94 and 0.83

Level of civic virtue: teachers areLevel of civic virtue: teachers are

involved more than half of the timeinvolved more than half of the time Level of trust enhancingLevel of trust enhancing

transformational leadership: slighttransformational leadership: slightdemonstration of these behaviors bydemonstration of these behaviors by

principals.principals.



ResultsResults

Teachers felt the strongest agreementTeachers felt the strongest agreementwith the statement about theirwith the statement about their

principals modeling a high level of principals modeling a high level of

professional practice (item 3) withprofessional practice (item 3) withmean 4.83. Teachers had the lowestmean 4.83. Teachers had the lowest

level of agreement with the statementlevel of agreement with the statementabout teachers having an effective roleabout teachers having an effective role

in schoolin school--wide decision making (itemwide decision making (item

9) with mean 3.569) with mean 3.56



Results: CorrelationResults: Correlation

Correlation to answer hypothesis 1: rCorrelation to answer hypothesis 1: r= 0.512, p<0.001= 0.512, p<0.001

transformational leadership behaviourstransformational leadership behaviours

of principals that enhance trustof principals that enhance trust

account for 26.2% of variations in civicaccount for 26.2% of variations in civic

virtue behaviours practiced byvirtue behaviours practiced byteachers.teachers.



Results: Gender AnalysisResults: Gender Analysis

70.6% of participants were female70.6% of participants were female Correlation for females is 0.509,Correlation for females is 0.509,

25.9% of variations in civic virtue of 25.9% of variations in civic virtue of

female teachers can be explained byfemale teachers can be explained by

transformational leadership behaviourtransformational leadership behaviour

of principals.of principals.



Results: Gender AnalysisResults: Gender Analysis

Correlation for male is 0.525, 27.5% of Correlation for male is 0.525, 27.5% of

variations in civic virtue of male teachersvariations in civic virtue of male teachers

can be explained by transformationalcan be explained by transformational

leadership behaviour of principals.leadership behaviour of principals. Level of civic virtue by gender:Level of civic virtue by gender:

– – Mean for men:Mean for men: --0.09880.0988

– – Mean for women: 0.0437Mean for women: 0.0437

tt--test: t(3080) = 4.366, p<0.001test: t(3080) = 4.366, p<0.001



Discussion: CorrelationDiscussion: Correlation

Teachers show civic virtue more thanTeachers show civic virtue more thanhalf of the time: good or bad?half of the time: good or bad?

How to increase it?How to increase it?



Discussion: GenderDiscussion: Gender

Analysis Analysis

More civic virtue from womenMore civic virtue from women Why?Why?

--nature vs. nurturenature vs. nurture-- stereotypestereotype

--

external pressureexternal pressure

Women level of civic virtue less relatedWomen level of civic virtue less related

to leadership typeto leadership type



Future DirectionFuture Direction

Effect of each dimension of Effect of each dimension of transformational leadership on eachtransformational leadership on each

dimension of civic virtue.dimension of civic virtue.

Gendered perspective: considerGendered perspective: consider

gender of principal and schoolgender of principal and school

demography, school culture.demography, school culture. School size effectSchool size effect



Some ReferencesSome References Bass, B. (1985).Bass, B. (1985). Leadership and Performance beyond Expectations Leadership and Performance beyond Expectations . New. New

York: The Free Press. York: The Free Press.

Bass, B. (1995). Theory of Transformational LeadershipBass, B. (1995). Theory of Transformational Leadership ReduxRedux.. The The Leadership Quarterly 6 Leadership Quarterly 6 (4), pp. 463(4), pp. 463--478.478.

BersonBerson, Y. & , Y. & Avolio Avolio, B. (2004). Transformational Leadership and the, B. (2004). Transformational Leadership and theDissemination of Organizational Goals: A Case Study of a TelecomDissemination of Organizational Goals: A Case Study of a TelecommunicationmunicationFirm.Firm. The Leadership Quarterly, 15 The Leadership Quarterly, 15 (5), pp. 625(5), pp. 625--646.646.

Bryk Bryk , A., & Schneider, B. (2002)., A., & Schneider, B. (2002). Trust in Schools: A Core Resource for Trust in Schools: A Core Resource for Improvement.Improvement. New York: Russell Sage Foundation.New York: Russell Sage Foundation.

Burns, J. (1978Burns, J. (1978 ). Leadership ). Leadership . New York: Harper & Row.. New York: Harper & Row.

ButlertButlert, J. & Cantrell, R. (1984). A , J. & Cantrell, R. (1984). A BehavioralBehavioral Decision Theory Approach toDecision Theory Approach toModeling Dyadic Trust in Superiors and Subordinates.Modeling Dyadic Trust in Superiors and Subordinates. Psychological Reports,Psychological Reports,55 55 (1), pp. 19(1), pp. 19-- 28.28.

Fukuyama, F. (1995).Fukuyama, F. (1995). Trust: The Social Virtues and the Creation of Prosperity Trust: The Social Virtues and the Creation of Prosperity ..New York: Simon & Schuster.New York: Simon & Schuster.

FullanFullan, M. (1993)., M. (1993). Change forces: Probing the Depths of Educational Reform Change forces: Probing the Depths of Educational Reform ..London:London: FalmerFalmer Press.Press.

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Some ReferencesSome References Johns, G. & Saks, A. (2005).Johns, G. & Saks, A. (2005). Organizational Behaviour: Understanding and Organizational Behaviour: Understanding and

Managing Life at Work.Managing Life at Work. 6th Ed. Toronto, Ontario: Pearson Education Canada6th Ed. Toronto, Ontario: Pearson Education CanadaInc.Inc.

LeithwoodLeithwood, K.,, K., JantziJantzi, D. & Steinbach, R. (1999)., D. & Steinbach, R. (1999). Changing Leadership for Changing Leadership for Changing Times Changing Times . Buckingham, UK: Open University Press.. Buckingham, UK: Open University Press.

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Schools Schools .. Organ, D. (1988).Organ, D. (1988). Organizational Citizenship Behavior: The Good Soldier Organizational Citizenship Behavior: The Good Soldier

Syndrome Syndrome . Lexington, MA: Lexington Books.. Lexington, MA: Lexington Books.

Podsakoff Podsakoff , P.,, P., MacKenzieMacKenzie, S., Moorman, R. & Fetter, R. (1990)., S., Moorman, R. & Fetter, R. (1990).Transformational Leader Behaviours and Their Effects on FollowerTransformational Leader Behaviours and Their Effects on Followerss’ ’ Trust inTrust inLeader, Satisfaction and Organizational Citizenship Behaviours.Leader, Satisfaction and Organizational Citizenship Behaviours. Leadership Leadership

Quarterly, 1 Quarterly, 1 (2), pp. 107(2), pp. 107--142.142. Podsakoff Podsakoff , P.,, P., MacKenzieMacKenzie, S., Paine, J., & , S., Paine, J., & BachrachBachrach, D. (2000). Organizational, D. (2000). Organizational

Citizenship Behaviours: A Critical Review of the Theoretical andCitizenship Behaviours: A Critical Review of the Theoretical and EmpiricalEmpiricalLiterature and Suggestions for Future Research.Literature and Suggestions for Future Research. Journal of Management,Journal of Management,26 26 (3), pp. 513(3), pp. 513--563.563.

Williams, L. & Anderson, S. (1991). Job Satisfaction and OrganizWilliams, L. & Anderson, S. (1991). Job Satisfaction and OrganizationalationalCommitment as Predictors of Organizational Citizenship and InCommitment as Predictors of Organizational Citizenship and In--RoleRoleBehaviors.Behaviors. Journal of Management, 17 Journal of Management, 17 (3), pp. 601(3), pp. 601 – –617.617.



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Citizenship Behavior