The Mediational Role of Task Performance in the Relationship between Perceived Organizational Support and Organizational Citizenship Behaviour among Secondary School Teachers

Abstract

Purpose – The purpose of this paper is examine the relationship between Perceived Organizational Support (POS), task performance (TP) and Organizational Citizenship Behavior (OCB) among secondary school teachers in selected schools. Design/methodology/approach – This study utilized a cross-sectional research design and a quantitative method to collect data from 261 participants using convenience sampling technique. A self- administered was used to collect data. Descriptive statistics were used to analyze the respondents’ demographic characteristics, Pearson correlations were used to analyze relationships between the variables and mediation was analyzed using the 3-step regression analysis. Findings – The results suggest that there is a positive significant relationship between POS and task performance, a positive significant relationship between POS and OCB, a positive significant relationship between task performance and OCB, and task performance partially mediates the relationship between POS and OCB. Practical implications – Results will be used by head teachers of secondary schools to gain a clear understanding of the benefits of staff engaging in OCBs and how these behaviours can be achieved through POS and TP. Head teachers will design appropriate strategies for continuous quality improvement in the areas of OCBs, TP and POS. Originality/value – There is a dearth of literature on the mediating effect of TP in the relationship between POS and OCBs. Therefore, this study addressed this literature gap.

Keywords – Perceived Organizational Support, Task performance and Organizational Citizenship Behaviour.

Paper type - Research paper

DOI: 10.7176/EJBM/14-3-04

Publication date: February 28th 2022