The relationships among students' commitment,self-esteem,organisational citizenship behaviour and academic performance

Abstract

As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic achievement), there has been little research on the extent to which students practise organisational citizenship behaviour (OCB) in their academic work. The aim of the present study was to explore some correlates of both OCB and academic performance. Data used in the study were obtained from 185 students enrolled in a business course at the National University of Lesotho. Survey questionnaires inquiring about students' commitment, self-esteem, and OCB were administered to 204 third-year students. These were correlated with formal academic performance before and after the survey. Students' commitment was significantly related to both OCB and academic performance. Self-esteem was significantly correlated with OCB, but not academic performance. Two dimensions of OCB (altruism and civic virtue) were moderately but significantly related to academic performance. Results suggest that improving self-esteem might affect OCB, and improving commitment and certain elements of OCB might improve academic achievement.     

The meaning of student engagement and disengagement in the classroom context: lessons from organisational behaviour

Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom context. To develop these conceptualisations, the present review draws upon organisational behaviour theory on work engagement and disengagement because the literature in this discipline is notably more refined than in educational research. Using an organisational behaviour backdrop, student engagement and disengagement are defined by the degree of students’ activation and pleasure. In order to operationalise student engagement, measures that are aligned with the proposed conceptualisation are recommended. Recommendations are also suggested for the development of a measure of student disengagement. The proposed measurement of student engagement and disengagement should provide a unified direction for future empirical research on these topics.     

The influence of organisational identification on employee attitudes and behaviours in multinational higher education institutions

In order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent to which organisational identification and employee satisfaction are antecedents of these two important behaviours. Key objectives of the research were to identify possible antecedents of organisational identification and to discover whether the consequences of organisational identification vary among the employees of multinational universities at home and foreign campuses. We developed a model that was tested using structural equation modelling, which assesses the influences of organisational identification on employee satisfaction, extra-role behaviours and turnover intentions. All of the paths in our model were significant, but employee identification, satisfaction and extra-role behaviours were lower at foreign branches than at the home campuses of universities, and turnover intentions were higher. These results suggest that higher education institutions need to implement different human resource strategies at home and foreign branches, with a focus on improving organisational identification at the foreign subsidiaries.     

The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers

This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school teachers. The results showed that the combined effect of knowledge sharing and faculty trust in principal mediated the relationship between teachers’ distributed leadership perceptions and continuous change behaviours. The directions of the coefficients of the relationships between the independent variable and the dependent variable suggested that higher distributed leadership perception leads to increased knowledge sharing and trust in principal, which in turn was associated with greater continuous change behaviours. The study showed that school systems have an extensive capacity for self-improvement, even in the absence of a pre-developed change plan.     

The structural relationship between organizational justice and organizational citizenship behavior in university faculty in China: the mediating effect of organizational commitment

Asia Pacific Education Review - The present study focuses on the relationship between university faculty members’ organizational citizenship behavior (OCB), affective organizational...     

Correction to: The structural relationship between organizational justice and organizational citizenship behavior in university faculty in China: the mediating effect of organizational commitment

Asia Pacific Education Review - In the original publication of the article, the Acknowledgements section was missed and it has been included in this Correction.     

The effect of trust on teacher empowerment: the mediation of teacher efficacy

This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment.     

The global citizenship agenda and the generation of cosmopolitan capital in British higher education

Cosmopolitanism has been cast by some in recent years as a form of cultural capital, disproportionately available to students on elite educational pathways. This article tests this supposition, by comparing the enactment of global citizenship education reforms at two high-status and two low-status universities in the United Kingdom. These enactments have indeed differed, as some students are being encouraged to cultivate a sophisticated cosmopolitan disposition for positions of leadership, while other students are not – even if they are being encouraged to learn more about the world, or to develop social tolerance. Comparing the practices and meanings attributed to the global citizenship agenda among universities in different positions in the higher education field, this article illuminates dynamics related to the creation, legitimation, and differentiation of cosmopolitan capital among different groups of students. The article also extends understanding of how the institutional hierarchy of higher education provision positions students for the global economy unequally.     

The effect of perfectionism on burnout among English language teachers: the mediating role of anxiety

The results of a substantial body of research affirm that the number of teachers leaving their jobs is on the increase and the evidence is strong that the most credible explanation for the attrition is the emotional nature of the profession. The present study aimed to explore the intervening effect of EFL teachers’ anxiety on the correlations between their perfectionism and burnout levels. The participants were 276 Iranian EFL teachers. The data were analyzed by means of structural equation modeling. The findings revealed that, compared to other dimensions of burnout, depersonalization was more significantly affected by both direct and indirect effects of perfectionism. Moreover, the statistically insignificant direct associations between perfectionism and emotional exhaustion became significant due to the intervening impact of anxiety. The results of mediation analysis also confirmed the mediator role of anxiety. The results corroborate prior researches and offer illuminating insights into the mental health of teachers.     

罗尔斯的正义论与中国和谐社会的构建

罗尔斯强调正义是社会制度的基础,是社会制度的首要美德和价值。他的正义论虽然产生干资本主义市场经济的美国,但在一定意义上也是人类社会发展过程中诸种矛盾的反映和解决矛盾的期望。因为正义是人类社会永恒的主题,折射出人类对公共生活的美好向往和追求。在我国构建和谐社会的今天,罗尔斯的正义论作为人类文明和智慧的成果,对于我国在社会主义市场经济条件下如何公平分配社会财富。缩小个人之间的经济差距,保护贫困社会群体的基本利益,构建稳定的和谐的社会结构和社会关系,无疑有积极的借鉴意义。     

Effects of school quality,school citizenship policy,and student body composition on the acquisition of citizenship competences in the final year of primary education

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools.     

Impacts of organisational culture on academic efficiency and productivity in selected private universities in the Niger delta region of Nigeria

Organisational efficiency is a consistent quality that derives more from and thrives on strong internal culture than on isolated instances of timely and effortless accomplishments by corporate systems. This study sought to evaluate the relationship between organisational culture and enhanced productivity and efficiency among members of five universities in the Niger Delta region of Nigeria, which with its peculiarities provided a unique context for the study. The quantitative and qualitative methods were used for data collection among 104 respondents. Faculty were assessed on the direct impacts of their organisations' culture on their research and publication, creativity and innovativeness, among others, while students were assessed on learning, career prospects and others. The study suggested that most of the five universities had no well-articulated organisational culture. This significantly compromises their unique value addition to the educational system, implying that they risk losing their relative advantages unless they fortify their organisational cultural frontiers.     

公平与效率关系问题在国际社会主义运动中的发展

公平与效率关系的问题贯穿着国际社会主义运动的始终,对公平与效率在社会发展中所起作用的认识和把握,是推动社会主义运动发展的内在动力之一。空想社会主义学家对公平与效率问题的探索,把空想社会主义发展推向顶峰。对公平与效率内在统一关系的科学揭示,是社会主义由空想走向科学的关键。邓小平从我国社会主义初级阶段特殊国情出发,完整、准确地把握社会主义公平与效率的内在统一关系,形成建设中国特色社会主义理论的逻辑起点。     

The effect of light intensity and noise on the classroom behaviour of pupils with Asperger syndrome

The focus of the study reported in this article is the behavioural response of pupils with Asperger syndrome to light and sound intensity and the development of ways to help them to cope with such sensory stimuli. A number of practical ways of minimising the negative effects of various sensory stimuli are noted: (1) the establishment of ‘a place of safety’ for every pupil who needs it; (2) the necessity for pupils to have a clear understanding of the programme that has been designed for them; (3) the critical importance for staff of reflecting on the day that has passed in order to prepare effectively for the day that lies ahead; (4) the use of pictorial communication given the pupils' poor comprehension of the spoken word; and (5) the importance of a consistent and predictable approach to the pupil.     

The predictive value of job demands and resources on the meaning of work and organisational commitment across different age groups in the higher education sector

This study examines the predictive value of job demands and resources on the meaning of work and organisational commitment across three age groups; young workers (<30 years), a middle age group of workers (30–49 years) and older workers (>50 years). Data were collected from a survey conducted among university employees (N = 3066). Hierarchical multiple regression analysis was used to test the relationship between the antecedent variables and the meaning of work and organisational commitment in the age groups separately. Age differences in the experience of these two variables were tested by one-way ANOVA. Both job demands and resources were related to the meaning of work and organisational commitment, however, the relative importance of demands and resources varied across the groups. Overall, older workers reported higher scores on the meaning of work and organisational commitment. The results suggest that different interventions should be considered when aiming to improve the meaning of work and commitment among different age groups.     

Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.     

试论直接言词原则在民事诉讼中的地位与作用

直接言词原则是民事诉讼法的基本原则,它决定了民事诉讼“对抗与判定”的基本结构,在民事诉讼基本原则体系中居于重要地位,是其他几项基本原则的基础、前提与保障。直接言词原则的作用主要表现在四方面：充实庭审的功能,使判决更具活力;符合程序公正的内在要求,有助于程序公正的实现;有利于发现案件真相,促进诉讼的实体公正;有利于判决的承认和执行。     

The relations between the student–teacher trust relationship and school success in the case of Korean middle schools

This study examined relations between the student–teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th‐grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student–teacher trust relationship uniquely contributed to students’ performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents’ school adjustment, academic motivation and performance.     

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = ?0.17 (95%CI: ?0.32, ?0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.     

Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong

This study aims to explore the relationships between the extent and perceived quality of teachers’ experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers’ awareness, conception and confidence regarding BM. A negative correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students’ problematic behaviour on their teaching. A positive correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students’ problematic behaviour.