A recent study conducted in Malaysia has revealed that trust among colleagues and teacher self-efficacy significantly enhance organisational citizenship behaviour (OCB) among schoolteachers. The research, which focused on government schools, highlights the crucial role of interpersonal trust and a supportive environment in fostering behaviours that go beyond formal job responsibilities, ultimately benefiting educational institutions. The findings were published in the journal BMC Psychology.
The study emphasises the importance of trust in colleagues as a fundamental factor in promoting OCB. Teachers who trust their colleagues are more likely to go the extra mile, contributing to tasks outside their official duties and supporting the overall goals of the school. This behaviour is particularly important in the education sector, where collaboration and shared responsibility can have a profound impact on student outcomes and school effectiveness.
Trust was found to directly impact teacher self-efficacy, which refers to a teacher’s belief in their ability to effectively manage and deliver educational content. Teachers with high self-efficacy were more likely to engage in OCB, such as assisting their peers and taking on additional roles to help the school achieve its objectives. In turn, trust among colleagues enhances teachers’ confidence, leading to a supportive cycle where both trust and self-efficacy reinforce each other.
Another significant finding from the study is the role of collective efficacy in moderating the effects of self-efficacy on OCB. Collective efficacy refers to a group’s shared belief in its ability to organise and execute actions required to achieve specific goals. The research suggests that when collective efficacy is high, the positive relationship between self-efficacy and OCB is strengthened, creating an environment where teachers are more inclined to support each other and participate in collaborative efforts.
The study also discovered that collective efficacy did not significantly change the link between trust in coworkers and OCB. This shows that trust is important, but its effect on extra-role behaviour is more consistent across different levels of collective efficacy.
These findings have important implications for school management and policymakers. To cultivate OCB among teachers, efforts should be made to enhance both trust and self-efficacy. Initiatives that promote a trusting environment, such as team-building activities and open communication channels, can help foster better relationships among staff. Additionally, providing opportunities for teachers to enhance their skills and receive positive reinforcement can boost their self-efficacy, encouraging them to take on extra responsibilities and contribute beyond their formal roles.
The study also suggests that school leaders should focus on strengthening collective efficacy. This can be done by setting shared goals, promoting a sense of unity, and encouraging teachers to work together towards common objectives. When teachers feel that they are part of a capable and cohesive team, they are more likely to engage in behaviours that benefit the entire school community.
