The role of teachers' self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

摘要

PurposeThe purpose of this paper is to examine the effects of teachers' perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator.Design/methodology/approachUsable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data.FindingsThe results indicated that trust and teachers' self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy.Originality/valueThis study explored how teachers' self-efficacy was related to trust and OCB. Teachers' positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.