The Relative Research Between Teachers' Organizational Citizenship Behavior And Perceived Organizational Support

Organizational Citizenship Behavior(OCB) are employee behaviors that go beyond role requirements and facilitate organizational functioning. managers pay more and more attention on OCBs. On the basis of document analysis and investigation by questionnaire, This paper discusses current primary and perceived organizational support(POS) of middle school teachers, OCB and the relation between the POS and OCB, explores the effective ways to promote primary and middle school teachers' OCB, hence provides some theoretical base for China's primary and middle school teaching and management.The methods we used in the study were literature summarizes, the purpose of this step was to think out the hypotheses model; and then the questionnaire survey to collect data and the conclusions were made through the analysis by the software of SPSS 15.0. Hypothesis one, two, five get support partly, while hypothesis three and four are supported completely. The results of the study follow that:the differences of POS concerning sex, educational background and professional title are not remarkable, but the differences of POS of teachers in different locations or from different types of schools are remarkable. POS has close correlation with organizational commitment, organizational justice and overall contentment. 3. the differences of OCB concerning sex, educational background, location of school and types of school are not remarkable, but the differences of OCB of teachers with different professional titles are remarkable.4. The differences among OCB's five factors of teachers with different professional titles are not remarkable, the differences in OCB's first(school identification) and fifth(resource protection) factors of teachers with different sexes are remarkable, the differences in OCB's first(school identification) and second(altruist behaviors) factors of teaches with different professional titles or from different locations of schools are remarkable, while as to the different types of school, the differences in OCB's first factor are remarkable only for primary and middle school teachers. 5. OCB has remarkable correlation with organizational commitment, organizational justice and overall contentment. 6. POS has close correlation with OCB and its five factors. 7. Without considering other factors, POS can strongly predict OCB and its five factors; If some other variables are introduced, that is, organizational commitment, organizational justice, overall contentment and POS as predictors, OCB as causal variable, only organizational commitment and overall contentment can predict OCB under regress analysis. 8. organizational justice can predict OCB under regress analysis if taking organizational justice and POS as predictors, but needing POS as medium.This study can provide theoretical guidance for primary and middle school teaching practice. 1. Enhancing teachers' POS and promoting their OCB. For instance, making and formalizing all kinds of school's regulations, trying to achieve process fairness, motivating teachers to organize overall maintenance, directing it to point to overall organizational OCB. 2. Adopting strategies to stimulating teachers' organizational commitment and job satisfaction, promoting OCB. For instance, teachers' OCB can be promoted by enhancing affective commitment from school's managers. 3. Strengthening the construction of teachers' professional morality level, fully utilizing examples, etc., to imply and direct teachers positively, encouraging their behaviors approaching society, promoting their OCB from the angle of OCB's altruist behaviors and resource protection. 4. Improving teachers' working environment, especially the teaching environment of rural schools and schools with poor conditions, to enhance their contentment, then enhance their OCB. 5. implementing contingency management, guiding and helping some teachers especially teachers with lower professional titles to enhance their POS and stimulate their OCB. 6. Permitting teachers to participate in school's management and decision-making to different extent, experiencing empowerment appropriately to strengthen teachers' master awareness in teaching practice, enhance their initiativeness of the work and promote OCB. 7. Constructing positive and harmonious campus culture, and providing a better campus environment for the revelation of teachers' OCB. 8. Dredging school's communication channel, guiding and encouraging teachers to communicate multilaterally, promoting campus interpersonal harmony, enhancing contextual performance and promoting OCB. 9. Reforming and perfecting teaching evaluation system, educating and guiding teachers to cooperate and compete positively to promote organizational justice and enhance teachers' OCB. Strengthening the cooperation and communication between the families and schools, reducing and eliminating teachers' work-family conflict to promote their OCB.In the end, the study raises a wide range of issues for future research.