Perceived organizational support, organizational commitment and organizational citizenship behavior among secondary school teachers in Wakiso and Luwero Districts in Uganda

Abstract

The main objective of this study was to examine the relationships between perceived organizational support (POS), organizational commitment (OC) and organizational citizenship behavior (OCB); and to determine whether POS or OC predicts OCB among secondary school teachers. This study employed a quantitative study design utilizing a correlational approach to measure relationships between variables. Study population included secondary school teachers from both public and private secondary schools in Wakiso and Luwero districts. A total of 280 teachers was selected using multistage sampling. A Self-administered Questionnaire was used to collect data from participants. Data was analyzed and presented using frequency tables and percentages. Relationships between variables were analyzed using Pearson Correlation Coefficient. Linear Regression analysis was utilized to find out the prediction role between variables. POS was found to be positively and significantly related to OC (r=.524, p<0.01). OC was found to be negatively and not significantly related to OCB (r=-.070, p>0.01). POS was found to be negatively but significantly related to OCB (r= -.191, p>0.05). POS (t= -2.339, p<0.05) was found to be a best predictor of OCB. Whereas POS is directly related to OC and OCB, OC was found not to be related to OCB, justifying why POS was found to be the best predictor of OCB. It was established POS is significantly related to OC; an implication that POS influences OC among secondary school teachers. The fact that there was no relationship found between OC and OCB, any change in teachers’ commitment does not influence teacher OCB. POS was found to be negatively but significantly related to OCB, meaning that teachers’ POS influences teacher OCB. Therefore, school administrators and other key stakeholders ought to support their teachers (POS) in an effort to improve their OCB. Equally, teachers ought to always value their fellow teachers while utilizing different approaches to foster teacher OCB.