Exploring organizational citizenship (OCB) among social studies teachers in Norway using the data from International Civic and Citizenship (ICCS) studies 2016

The focus of this paper is Organizational citizenship (OCB) among teachers in lower secondary school. OCB has its roots in Katz’s (1964) conception of extra-role behavior. As ‘extra-role’ indicates the focus of OCB is on the willingness of members of any organization to commit themselves to do an extra effort not directly mentioned in a job description. School is a particular organization where this willingness to collaborate with others, communicate with students, colleagues and leaders, invent new ways of teaching and taking active part in running schools is most important for the school as an organization (Bogler & Somech, 2004). Based on this, the paper explores how OCB varies between social studies teachers of different age, gender and how it predicts social and political activities and particular activities related to environmental challenges. Data comes from the release of ICCS 2016 file for Norway of a randomly selected 1936 teachers of which 397 teach social studies. Analytically, we present descriptive statistics and reflect on the sum scores of activities and environmental challenges. Based on a theoretical analysis of items, we present structural models where OCB is a mediating variable predicted by age and gender on the one hand and exert possible influence on teacher’s activities in school on the other. Tables of direct, indirect and causal effects will be presented. Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277-289. https://doi.org/10.1016/j.tate.2004.02.003