Vol. 3 No. 1 (2024): The QUEST: Journal of Multidisciplinary Research and Development
Articles

Above And Beyond Four Walls: Teachers' Empowerment And Its Ripple Effect On Organizational Citizenship Behavior

  • Princess Leen Idava,
  • Vilma Ramos,
  • Wilson Alicuman
Princess Leen Idava
Vicente R. Bumanlag Sr. National High School, Barangay Sto. Tomas, Aliaga, Nueva Ecija 3111
Vilma Ramos
Nueva Ecija University Of Science and Technology
Wilson Alicuman
Nueva Ecija University of Science and Technology
DOI: https://doi.org/10.60008/thequest.v3i1.178

Published 06/30/2024

Keywords

  • new public management; empowerment; organizational citizenship behavior

How to Cite

Idava, P. L., Ramos, V., & Alicuman, W. (2024). Above And Beyond Four Walls: Teachers’ Empowerment And Its Ripple Effect On Organizational Citizenship Behavior. The QUEST: Journal of Multidisciplinary Research and Development, 3(1). https://doi.org/10.60008/thequest.v3i1.178

Copyright (c) 2024 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

New Public Management has significantly influenced the public sector in many countries worldwide, leading to extensive restructuring of various public service systems, including education. This restructuring has also had notable effects on the roles and responsibilities of Filipino teachers within the education sector. This study investigates the demographic profile, empowerment, and organizational citizenship behavior (OCB) of secondary public school teachers in Aliaga, Nueva Ecija, Philippines. Purposive sampling was employed to select 170 licensed professional teachers currently teaching in three public national high schools in Aliaga, Nueva Ecija. The research instrument, a structured questionnaire, comprised sections on socio-demographic profiles, empowerment, and OCB, validated through pilot testing and achieving a Cronbach's Alpha of 0.85. Data collected through face-to-face interviews, observations, and questionnaires were analyzed using descriptive statistics, correlation analysis, and regression analysis provide insights into the relationships between demographic factors, empowerment, and OCB among the teacher-respondents. The findings reveal significant correlations between variables such as educational attainment, designated position, length of service, and empowerment, highlighting the influence of these factors on teachers' perceptions of empowerment within the educational context. Similarly, significant positive correlations are observed between these demographic factors and OCB, suggesting that individuals with higher levels of education, higher designated positions within the school hierarchy, and longer tenures tend to exhibit more OCB. Furthermore, regression analysis demonstrates a significant positive relationship between empowerment and OCB, emphasizing the importance of empowerment in fostering organizational citizenship behaviors among educators. The findings highlight the significance of new public management principles in shaping organizational behaviors in educational institutions. This is particularly relevant to the results indicating the relationship between teachers' profiles, empowerment, and organizational citizenship behavior. In essence, the principles of new public management can influence how teachers perceive empowerment and engage in organizational citizenship behaviors based on their profiles.

Full Paper

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