Teachers’ Self-Leadership and Organizational Citizenship Behavior: Mediating Role of Self-Efficacy in China High Schools
Why this work is in the frame
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Bibliographic record
Abstract
This research investigates the impact of teachers' self-leadership skills (TSLS) on their organizational citizenship behavior (OCB), with teacher self-efficacy (TSE) serving as a mediator in the context of star-rated high schools in Guangxi Province, China. The primary objective was to assess the impact of self-leadership on Organizational Citizenship Behavior (OCB) and investigate the role of teacher self-efficacy as a mediator in this relationship. This study employs a quantitative method involving 588 samples collected through a questionnaire survey. The Data Analysis was done using structural equation modeling with AMOS 26.0 (SEM-AMOS). From this analysis, significant evidence has been found in the interconnectedness of variables. Teachers' self-leadership competencies have a positive and substantial contribution to self-efficacy (standardized estimate = 0.413, p < 0.001), supporting Hypothesis H1. Additionally, the self-leadership skill has a significant positive correlation with OCB (standardized estimate = 0.302, p < 0.001), supporting Hypothesis H2. Teacher self-efficacy plays a strong role in OCB (standardized estimate = 0.423, p < 0.001), supporting Hypothesis H3. Finally, the mediating effect of self-efficacy was significant, and the indirect effect of self-leadership on OCB via self-efficacy was 0.175 (p < 0.001), which explained 36.65% of the total effect. The total effect of TSLS on OCB was 0.477 (p < 0.001), with 63.35% of this effect being due to the direct effect. This means that teachers' self-leadership capacity not only affects their organizational citizenship behavior directly but also indirectly through the consolidation of their self-efficacy. This research, thus, concludes that the development of teachers' self-leadership capacity can enhance their value contributions to schools. It would be ideal for schools to launch programs that build teachers' self-leadership competence, thereby fostering organizational citizenship behavior and overall school effectiveness.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it