Research On Organizational Citizenship Behavior Of Exchange And Rotation Teachers From The Perspective Of Person-Organization Fit

Teachers exchange and rotation system is a powerful measure to promote the balanced development of compulsory education.However,teacher exchange rotation is not a simple job exchange.It is hoped that the exchange and rotation teachers will play their roles during the exchange period,so that teacher exchange rotation can be effective.In organizational behavior,organizational citizenship behavior is a behavior that is to improve organization efficiency beyond the formal rewards that the individual voluntarily demonstrates.Compared with other school teachers,the exchange and rotation teachers need to pay more sense of responsibility and obligation during the exchange period,which is to achieve the goal of the teachers exchange and rotation policy implemented by the government.The organizational citizenship behavior of the exchange and rotation teachers is particularly important.The study found that the relationship among Person-Organization Fit,Job Satisfaction and Organizational Citizenship Behavior has attracted much attention from researchers at home and abroad.Therefore,this study tries to use this as a starting point to conduct research and put forward countermeasures to improve the organizational citizenship behavior of exchange and rotation teachers.This study mainly used questionnaire surveys and interviews to investigate the personal-organization fit,job satisfaction,and teacher organizational citizenship behavior of 280exchange-rotating teachers in three cities.The conclusion are as follows: first,as for person-organization fit,the exchange rotation teachers have problems in consistency fit,need-supply fit and requirement-ability fit,and the exchange rotation teachers with 7-9 years of teaching experience have a highest degree of person-organization fit,and the higher professional titles they have,the higher degree of person-organization fit is.Second,in terms of job satisfaction,the implementation of incentive system is not strict;the sense of belonging in the exchange schools is low;family life is affected;the higher professional titles they have,the higher job satisfaction is.Third,for the teacher organizational behavior,the organizational citizenship behavior of exchange rotation teachers is the best especially female teachers,and with the growth of teaching experience and professional title,the organizational behavior is inspired easily.What's more,the study verified the relationship through statistical methods such as correlation analysis,analysis of variance,analysis of regression,etc.and the relationship of the three variables are that the higher degree of personal-organization fit exchange rotation teachers have,the better the teacher's organizational citizenship behavior is;the higher degree of personal-organization fit they have,the higher the job satisfaction is;the higher the job satisfaction is,the better the teacher's organizational citizenship behavior is;job satisfaction of rotating teachers indirectly promotes the performance of teachers' organizational citizenship behavior.Based on the above research conclusions,a management model of "before job rotation—during job rotation—after job rotation" is established.From the aspects of person-organization fit and job satisfaction,relevant suggestions which are to promote teachers' organizational citizenship behavior are put forward: first,make systematic preparations before teachers exchange and rotation to promote fit degree;second,make sure job guarantee during exchange period so as to improve the job satisfaction;third,do a good in the evaluation work after teachers exchange and rotation in order to provide support for the new round of teacher exchange and rotation.