{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/3646"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/3646","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Organizational justice and enabling school structure as predictors of organizational citizenship behavior","abstract":"Research suggests that teachers who exhibit organizational citizenship behaviors positively affect student achievement. Additionally, leaders can influence school climate by establishing perceptions of justice and a school structure that is enabling. The purpose of this study was to investigate the relationship between organizational citizenship behaviors, organizational justice, and enabling structures in schools. Data were collected at the school level using reliable and valid surveys that individually measure citizenship behavior, perceptions of justice, and the extent that school structure is enabling. The Organizational Citizenship Behavior Scale (OCB), Organizational Justice Scale (OJS), and the Enabling School Structure Form (ESS) were utilized to survey licensed teachers for their responses. Data were analyzed from 781 teachers in 58 public elementary schools and 50 public secondary schools in Alabama. Correlational analyses were conducted to determine the relationships among the variables. Findings indicated that organizational citizenship did not have a significant relationship with organizational justice or enabling school structures. However, a significant positive correlation was found between organizational justice and enabling school structures. Additionally, a regression analysis indicated neither organizational justice nor an enabling school structure predicted organizational citizenship behaviors among teachers. SES was not correlated with, or a predictor of, any other variable. This study, by examining the relationships among these variables, provided new insight into the theoretical knowledge of organizational dynamics, and practically as a guide to school administrators.","abstract_html":"Research suggests that teachers who exhibit organizational citizenship behaviors positively affect student achievement. Additionally, leaders can influence school climate by establishing perceptions of justice and a school structure that is enabling. The purpose of this study was to investigate the relationship between organizational citizenship behaviors, organizational justice, and enabling structures in schools. Data were collected at the school level using reliable and valid surveys that individually measure citizenship behavior, perceptions of justice, and the extent that school structure is enabling. The Organizational Citizenship Behavior Scale (OCB), Organizational Justice Scale (OJS), and the Enabling School Structure Form (ESS) were utilized to survey licensed teachers for their responses. Data were analyzed from 781 teachers in 58 public elementary schools and 50 public secondary schools in Alabama. Correlational analyses were conducted to determine the relationships among the variables. Findings indicated that organizational citizenship did not have a significant relationship with organizational justice or enabling school structures. However, a significant positive correlation was found between organizational justice and enabling school structures. Additionally, a regression analysis indicated neither organizational justice nor an enabling school structure predicted organizational citizenship behaviors among teachers. SES was not correlated with, or a predictor of, any other variable. This study, by examining the relationships among these variables, provided new insight into the theoretical knowledge of organizational dynamics, and practically as a guide to school administrators.","abstract_has_math":false,"creators":["Turner, Jeremy Brandon"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Westbrook, Philip","Coleman, Julianne M.","Sun, Jingping"],"advisors":["Mitchell, Roxanne M.","Tarter, Clemens John"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-27T18:44:09Z","subjects":["Educational administration"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002961","Turner_alatus_0004D_13469"],"render_values":[{"text":"u0015_0000001_0002961","href":null,"code":true},{"text":"Turner_alatus_0004D_13469","href":null,"code":true}]}]},"links":{"outbound_url":"http://ir.ua.edu/handle/123456789/3646","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Westbrook, Philip","Coleman, Julianne M.","Sun, Jingping"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Mitchell, Roxanne M.","Tarter, Clemens John"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Turner, Jeremy Brandon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-07-11T16:49:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-07-11T16:49:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002961","Turner_alatus_0004D_13469"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://ir.ua.edu/handle/123456789/3646"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Research suggests that teachers who exhibit organizational citizenship behaviors positively affect student achievement. Additionally, leaders can influence school climate by establishing perceptions of justice and a school structure that is enabling. The purpose of this study was to investigate the relationship between organizational citizenship behaviors, organizational justice, and enabling structures in schools. Data were collected at the school level using reliable and valid surveys that individually measure citizenship behavior, perceptions of justice, and the extent that school structure is enabling. The Organizational Citizenship Behavior Scale (OCB), Organizational Justice Scale (OJS), and the Enabling School Structure Form (ESS) were utilized to survey licensed teachers for their responses. Data were analyzed from 781 teachers in 58 public elementary schools and 50 public secondary schools in Alabama. Correlational analyses were conducted to determine the relationships among the variables. Findings indicated that organizational citizenship did not have a significant relationship with organizational justice or enabling school structures. However, a significant positive correlation was found between organizational justice and enabling school structures. Additionally, a regression analysis indicated neither organizational justice nor an enabling school structure predicted organizational citizenship behaviors among teachers. SES was not correlated with, or a predictor of, any other variable. This study, by examining the relationships among these variables, provided new insight into the theoretical knowledge of organizational dynamics, and practically as a guide to school administrators."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Organizational justice and enabling school structure as predictors of organizational citizenship behavior"]}]}],"canonical_facts":{"dc:contributor":["Westbrook, Philip","Coleman, Julianne M.","Sun, Jingping"],"dc:contributor.advisor":["Mitchell, Roxanne M.","Tarter, Clemens John"],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Turner, Jeremy Brandon"],"dc:date.accessioned":["2018-07-11T16:49:18Z"],"dc:date.available":["2018-07-11T16:49:18Z"],"dc:date.issued":["2018"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Research suggests that teachers who exhibit organizational citizenship behaviors positively affect student achievement. Additionally, leaders can influence school climate by establishing perceptions of justice and a school structure that is enabling. The purpose of this study was to investigate the relationship between organizational citizenship behaviors, organizational justice, and enabling structures in schools. Data were collected at the school level using reliable and valid surveys that individually measure citizenship behavior, perceptions of justice, and the extent that school structure is enabling. The Organizational Citizenship Behavior Scale (OCB), Organizational Justice Scale (OJS), and the Enabling School Structure Form (ESS) were utilized to survey licensed teachers for their responses. Data were analyzed from 781 teachers in 58 public elementary schools and 50 public secondary schools in Alabama. Correlational analyses were conducted to determine the relationships among the variables. Findings indicated that organizational citizenship did not have a significant relationship with organizational justice or enabling school structures. However, a significant positive correlation was found between organizational justice and enabling school structures. Additionally, a regression analysis indicated neither organizational justice nor an enabling school structure predicted organizational citizenship behaviors among teachers. SES was not correlated with, or a predictor of, any other variable. 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