| Summary: | Organizational Citizenship Behavior (OCB) has generated a considerable amount of
scholarly attention. It is now firmly believed that the effective functioning of an
organization depends largely on employees’ efforts that extend beyond formal role
requirements. Due to the paucity of research in non-commercial setting, specifically
service occupation, this study attempts to uncover how job resources (supervisor
support, peer support, autonomy, and participation in decision making) and job
demands (role ambiguity, role conflict, role overload, and students’ misbehavior)
influence teachers’ organizational citizenship behavior. This study also investigates
whether the role of burnout would mediate the relationship between job resources, job
demands and organizational citizenship behavior. Data were obtained through mailed
survey from 509 teachers in 50 regular government secondary schools in Peninsular
Malaysia. Findings of this study revealed two dimensions of organizational citizenship
which are organizational citizenship behavior targeted at the organization/OCB-O
(school), and organizational citizenship behavior targeted at the individual/OCB-I
(students and peers). The findings provided some empirical support for the framework.
The results provided evidence that job resources and job demands played important
roles in influencing teachers’ organizational citizenship behavior. The findings also
demonstrated some evidence to support the mediating effect of burnout on the
relationship between job resources, job demands and organizational citizenship behavior. Theoretical and practical implications of the study as well as suggestions for
future studies were discussed.
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