Organizational Citizenship Behavior in Schools: Examining the impact and opportunities within educational systems - Routledge Research in Education (Hardback)
  • Organizational Citizenship Behavior in Schools: Examining the impact and opportunities within educational systems - Routledge Research in Education (Hardback)
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Organizational Citizenship Behavior in Schools: Examining the impact and opportunities within educational systems - Routledge Research in Education (Hardback)

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£120.00
Hardback 158 Pages / Published: 10/10/2014
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This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective.

Chapters consider:

understandings of teachers' OCB, its nature, components, and salience in schoolspersonal, organizational, and cultural factors which might facilitate or inhibit teachers' OCBcontributions and the drawbacks of OCB for the improvement of educational systems, schools, and educatorsa new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practicepractical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB.

Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

Publisher: Taylor & Francis Ltd
ISBN: 9780415720533
Number of pages: 158
Weight: 363 g
Dimensions: 235 x 159 x 15 mm


MEDIA REVIEWS

'What makes this book special, is that Somech and Oplatka draw together the individual and the organisational factors which make up the capacity of a school to become and remain effective and, importantly, point to the need to focus on the cognitive and emotional health of both if children and young people of school age are to receive the high quality education to which all are entitled. Whilst the reader will find no solutions to the continuing quest for raising and sustaining teacher commitment and quality, they will find in this book plenty of important signposts.' - Professor Christopher Day, University of Nottingham, UK

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