BACKGROUND: Psychological variables should play an important role in determining teachers' involvement in behaviours not directly or formally forced by contracts. Organisational identification as proposed from the Social Identity Approach is examined as a possible determinant of organisational citizenship behaviour (OCB) among schoolteachers. AIM: The aim of the present study was to explore the relationships between different foci of organisational identification and different forms of OCB in schools. SAMPLE: Data sets of altogether 447 German school teachers who filled in all relevant items in a cross-sectional questionnaire are used for analyses in the present study. METHODS: Standardised questionnaires measuring organisational identification and OCB were administered. RESULTS: Exploratory and confirmatory factor analyses revealed the proposed foci of identification (i.e., career identification, team identification, and organisational identification), as well as different forms of OCB (i.e., OCB towards the own qualification, towards the team, and towards the organisation). Structural equation modelling supports the main hypothesis that foci of identification relate differentially to forms of OCB. CONCLUSIONS: The results emphasise the importance of organisational identification as a determinant of OCB in schools. Practical implications are discussed.
BACKGROUND: Psychological variables should play an important role in determining teachers' involvement in behaviours not directly or formally forced by contracts. Organisational identification as proposed from the Social Identity Approach is examined as a possible determinant of organisational citizenship behaviour (OCB) among schoolteachers. AIM: The aim of the present study was to explore the relationships between different foci of organisational identification and different forms of OCB in schools. SAMPLE: Data sets of altogether 447 German school teachers who filled in all relevant items in a cross-sectional questionnaire are used for analyses in the present study. METHODS: Standardised questionnaires measuring organisational identification and OCB were administered. RESULTS: Exploratory and confirmatory factor analyses revealed the proposed foci of identification (i.e., career identification, team identification, and organisational identification), as well as different forms of OCB (i.e., OCB towards the own qualification, towards the team, and towards the organisation). Structural equation modelling supports the main hypothesis that foci of identification relate differentially to forms of OCB. CONCLUSIONS: The results emphasise the importance of organisational identification as a determinant of OCB in schools. Practical implications are discussed.