The Predictive Role of Personality Traits and Teachers' Beliefs on Global Citizenship rights in Organizational Citizenship Behavior of Primary School Teachers1
Subject Areas : Educationmahboobeh alborzi 1 , fariba khoshbakht 2 , khadijeh lafti safary 3
1 - Director, academic member of citizenship education and member of the academic faculty of Shiraz University
2 - Associate Professor Department of Foundations of Education & Member of the Scientific Pole of Citizenship Education, Shiraz University
3 - Senior student of elementary education, Faculty of Education and Psychology, Shiraz university, Shiraz
Keywords: personality traits, Organizational citizenship behavior, Elementary School, Beliefs, Global Citizen,
Abstract :
Introduction: The organizational citizenship behavior of teachers is very important considering the important role they play in students' learning. The aim of this study was to investigate the predictive role of personality Traits and teachers' beliefs on global citizenship rights in the organizational citizenship behavior of primary school teachers.
Research methodology: The approach of the research was quantitative and
correlation research. The population and statistical sample of this research were
all primary school teachers working in Qeshm city in 2021-2022. The
instruments used in this study included the organizational citizenship behavior
questionnaire of Podsakoff et al. (2000), Questionnaire of Five Big Factors of
Khormaei and Farmani (2014) taken from Goldberg Questionnaire
(1999), and the Chiu-man Jordan (2009) Global Citizenship Education
Questionnaire. The validity and reliability of the instruments were checked by
Cronbach's alpha method and construct validity . Data were analyzed using
SPSS software.
Findings: The results of regression analysis of personality Traits on
organizational citizenship behavior showed that among the five personality
dimensions, only the dimensions of openness to experience and
conscientiousness are positive predictors of significant organizational
citizenship behavior. The results of regression analysis of the dimensions of
teachers' beliefs in global citizenship rights on organizational citizenship
behavior showed that between the two factors of attitudes and beliefs to global
citizens, the educational factor was a positive predictor of significant
organizational citizenship behavior. Also, among personality variables and
beliefs, personality traits had higher coefficients in predicting organizational
citizenship behavior.
Conclusion: It is important to pay attention to the development of beliefs and attitudes, development of abilities, professional skills and personality traits of teachers for the emergence of organizational citizenship behavior
