SELF-LEADERSHIP AND TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN COLLEGES: PSYCHOLOGICAL EMPOWERMENT AS MEDIATOR

Peng Zhou, Jian-Hao Huang

Abstract


Teachers’ organizational citizenship behavior plays a crucial role in promoting school development and student growth. Based on cognitive evaluation theory, we hypothesize that psychological empowerment mediates the relationship between self-leadership and teachers’ organizational citizenship behavior. We collected data from 515 college teachers in Shandong Province, China, and conducted statistical analysis using the PROCESS Macro for SPSS. The results indicate that self-leadership has a significant and positive correlation with teachers’ organizational citizenship behavior. Additionally, through the mediating effect of psychological empowerment, self-leadership has a significant indirect effect on teachers’ organizational citizenship behavior. The results of this study are significant for understanding and promoting teachers’ organizational citizenship behavior of college teachers.

 

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college teachers; self-leadership; psychological empowerment; teachers’ organizational citizenship behavior

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5871

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