How do primary school teachers practice organisational citizenship behaviour in Amhara regional state, Ethiopia? The case of Bahir Dar city

Abstract

Teachers’ organisational citizenship behavior has a significant impact on students learning outcome in particular, as well as the overall effectiveness of the school. The main purpose of this qualitative phenomenological study was to critically explore the practices and demurrals of primary school teachers’ organisational citizenship behaviors in Bahir Dar city administration, Amhara Region, Ethiopia. Teachers working in primary schools were selected purposively to carry out the study. A semi-structured interview was used to gather data. The data was analyzed narratively. Findings revealed that the practice of organisational citizenship behaviors like civic virtue was found to be better. But practices of OCB dimensions such as sportsmanship, conscientiousness, and courtesy were found to be weak. Altruism was found to be moderate. Lack of belongingness, aspirations, limited knowledge, experience, skill, and meager resources were major challenges constraining teachers from practicing OCBs in primary schools. Facilitating the practice of helping new teachers; creating a culture that promotes voluntarism, high engagement, and cooperative and supportive work; and arranging training and experience sharing are major suggestions.