ArticleBMC psychology2024
Shaping teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- How academic motivation and self-efficacy predict learning burnout: an empirical study of senior English majors in Chinese independent colleges.BMC psychology · 2026Article
- Determining the effect of collective efficacy and teacher autonomy on positive organizational behavior in physical education and sports teachers using structural equation modeling.Frontiers in psychology · 2026Article
- Psychological safety and Chinese PreK-12 teachers organizational citizenship behavior: the mediating role of interpersonal trust.Frontiers in psychology · 2026Article
- The predictive power of organizational identification on teachers' organizational citizenship behaviors.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
background/purposeThe aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers' self-efficacy and OCB, as well as between trust in colleagues and OCB. DESIGN/METHODOLOGY/APPROACH: The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses.
findingsThe results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB. ORIGINALITY/VALUE: Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.
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