University Academic Organizations In Leadership Behavior And The Relationship Between Teachers' Citizenship Behavior Research

With developing of market economics and arriving of mass higher education,marketization of higher education, and internationalization of higher education,universities today have been living in the complex and higher competitionenvironment. Teachers, as the most important human resources in the university,whose behavior is the vital to the development of the university. Like the member ofthe other type organizations, teachers' behavior can also be divided into in-role andextra-role behaviors. Based on the theoretical and empirical researchs, the extra-rolebehavior, namely organizational citizenship behavior (OCB), which can improve workefficiency of employee and the whole organizational efficiency, has become the keyfactor to the development of modern organizations. Since the concept of OCB wasbrought forward, the researchs about OCB grow rapidly in many fields except theschool organizations, especially the universities. In fact, it may be particularlyimportant for university teachers to exhibit their organizational citizenship behaviorbecause of their job, which usually is so created, special, complex, and flexible. So theresults about teachers' OCB gained from this paper will be useful to the universities,especially to it's teacher human resource management practice.According to the literatures, there are many factors, which can influenceemployee's OCB. These factors, according to Podsakoff et al. (2000), was dividedinto four categories: employee characteristics, task characteristics, organizationalcharacteristics, and leadership behaviors. Besides leadership behavior, empolyee'sattitudes in the categorie of employee characteristics, including job satisfaction,organizational commitment, and trust in leader, have been regarded as the keyantecedents of employee's OCB. In general, OCB research has found good support forthe relationship between leadership and OCB. Nevertheless, some issues remainmurky, especially whether the relationship between leadership and OCB is mediatedby other variables. The OCB literature is still not clear as to whether the effects ofleadership on OCB are direct or indirect, and if there are mediators, precisely whatthose mediators might be.Based on the related literatures, from the point of view that the leadership may bethe cause of empolyee's attitudes, and the employee's attitudes may be the cause ofOCB, so the employee's attitudes may be the most possible mediators betweenleadership and OCB. Hence in this paper, a relation model between leadership(transactional and transformational leadership) and teacher's OCB mediated by teacher's job satisfaction, organizational commitment, and trust in leader as a wholewas built, in which the transactional and transformational leadership are independentvariables, the teacher's OCB is dependent variable, and the three mostly mentionedemployee attitudes in literatures, including job satisfaction, organizationalcommitment, and trust in leader, are mediate variables. At the same time, we also putforward 24 research hypothesizes in this paper. Lastly, using the statistical tools ofSPSS12.0 and Amos7.0, this paper tested all the 24 research hypothesizes, in which280 research samples come from 12 Chinese universities thruogh a questionnaireinquiry. The conclusion is summed up as follows:1) In this paper, some direct relationships between variables have been proved.First, this study show that transactional and transformational leadership in academicorganizations in universities have a close correlation with teacher's OCB, teacher'sjob satisfaction, teacher's organizational commitment, and teacher's trust in leader.The standardized path coefficients of transactional leadership to the teacher's OCB,teacher's job satisfaction, teacher's organizational commitment, and teacher's trust inleader are 0.267 (p＜0.01), 0.423 (p＜0.01), 0.334 (p＜0.01) and 0.226 (p＜0.01)respectively. The standardized path coefficients of transformational leadership to theteacher's OCB, teacher's job satisfaction, teacher's organizational commitment,teacher's trust in leader are 0.469 (p＜0.01), 0.452 (p＜0.01), 0.456 (p＜0.01) and 0.882(p＜0.01) respectively. These results indicate that transformational leaders has moreeffect on the OCB, job satisfaction, organizational commitment, and trust in leaderthan the transactional leaders do, and which also proved Bass's point of view thattransformational leadership has more effect than transactional leadership. Second, thisstudy show that three teacher's attituds, including job satisfaction, organizationalcommitment, and trust in leader, are antecedents of teacher's OCB. All threestandardized path coefficients from these three teacher attituds to teacher's OCB are0.130 (p＜0.01),0.241 (p＜0.01) and 0.745 (p＜0.01) respectively. Third, this studyshow that not only teacher's trust in leader is the cause of teacher's job satisfactionand organizational commitment, which standardized path coefficients are 0.163(p＜0.01) and 0.644 (p＜0.01) respectively, but also teacher's organizationalcommitment is a very important antecedent of job satisfaction, which standardizedpath coefficients is 0.788 (p＜0.01).2) Two conclusions attained about mediate effects of three teacher's attitudes inthis paper:①This empirical research found that all three teacher's attitudes,including teacher's job satisfaction, organizational commitment, and trust in leader, are mediators between leadership and teacher's OCB. empirical results show thatteacher's trust in leader fully mediated the relation between transformationalleadership and teacher's OCB. Teacher's job satisfaction and organizationalcommitment partially mediated the relation between transformational leadership andteacher's OCB. All these three teacher's attitudes partially mediated the relationbetween transcational leadership and teacher's OCB.②The empirical results alsoshow that teacher's trust in leader not only fully mediated the relation betweentransformational leadership and teacher's job satiafaction as well as the relationbetween transformational leadership and teacher's organizational commitment, butalso partially mediated the relation between transcational leadership and teacher's jobsatiafaction as well as the relation between transcational leadership and teacher'sorganizational commitment.3) Two conclusions attained about the influence process of leadership to theteacher's OCB:①Some significant difference were found between transformationalleadership and transcational leadership when they affect the OCB. May be due to themediated effect of the three teacher's attituds, The empirical results show in this paperthat the process of transformational leadership affecting teacher's OCB is not direct.Frstly, transformational leadership affects teacher's trust in leader, and then teacher'strust in leader affects teacher's job satisfaction and organizational commitment, andlastly that all these three teacher's attituds (teacher's trust in leader, teacher's jobsatisfaction and organizational commitment) affects teacher's OCB. While theaffecting process of transactional leadership to the teacher's OCB is different. Besidesits direct affecting, the transactional leadership also affects teacher's OCB mediatedby teacher's trust in leader, teacher's job satisfaction and organizational commitment.Not like the process of transformational leadership affecting teacher's OCB occursone by one, the mediated process of these three teacher's attituds betweentransactional leadership and teacher's OCB occurs nearly at the same time. That is thetransactional leadership firstly affect teacher's trust in leader, teacher's job satisfactionand organizational commitment at the same time, and then the teacher's trust in leader,teacher's job satisfaction and organizational commitment affect teacher's OCB.②The variable of teacher's trust in leader which locate in key status in the relationshipbetween variables is very important, especially to the relationship betweentransformational ledership and teacher's OCB. According to the research result ofmodel 13 in chapter 6, although the total effect of teacher's trust in leader to teacher'sOCB is not the biggest, just less than the effect of teacher's organizatonal commitment to the teacher's OCB, and may be due to the teacher's trust in leader is aantecedent of teacher's job satisfaction and organizatioanl commitment, and there is ahigh correlation between teacher's trust in leader and teacher's organizationalcommitment, the level of teacher's organizational commitment and teacher's jobsatisfaction will been damaged if the teacher's trust in leader is damaged, andeventually will damage teacher's OCB.In addition in this paper, the control effect of some organizational characteristicvariables of academic organization of university, leader's personal characteristicvariables, and teacher's personal characteristic variables were explored. EmployingAnalysis of Variances (ANOVA) and Hierachical linear regression analysis, it is foundthat, of all control variables, only three variables have significant effect on threeteacher's attituds(teacher's job satisfaction, teacher's organizational commitment, andteacher's trust in leader,) and teacher's OCB. These three varibles are the sort ofuniversity (Usort), the sort of subject of the academic organization belongs to (Osort),and if the leader is academic leader (Ltile), especially the Ltile whose effect is thebiggest of the three varibles. However, when compared to the effect of transactionaland transformational leadership, the result of Hierachical linear regression analysisshows that Usort, Osort, and Ltile as a whole have little influence on teacher's attitudsand teacher's OCB. the biggest variance of teacher's attituds and teacher's OCB,which can be explained by Usort, Osort, and Ltile, is only 7.5％.