Relationship between task performance, organizational citizenship behaviour, organizational justice and career advancement among primary school teachers

Abstract

The purpose of this study is to explore the effects of two independent variables on teachers’ career advancement (CA) from all primary schools which are located in the northern region of Peninsular Malaysia, which is Kedah. In particular, this study investigated the effect of task performance and organizational citizenship behavior (OCB) on teacher’s extrinsic CA (number of promotion); and teachers’ intrinsic CA (career satisfaction). In addition, the study also examined the role of organizational justice (OJ) as a moderator in the relationship between task performance and OCB to each dimension of teacher’s CA. This study used the simple random sampling technique. This is to ensure that every teacher from all primary schools in Kedah has a chance or probability of being selected as sample subjects. This study had utilized the dyadic approach. Therefore, two sets of questionnaire had been designed in this study. The first set of questionnaire (Teachers Survey Set) is addressed to the randomly selected teachers. Meanwhile, the second set of questionnaire (Management Survey Set) is specifically addressed to Headmasters/Senior Assistants as the school’s representatives. Data on CA, teachers’ task performance, teachers’ OCB and OJ were obtained from teachers’ perspective through the Teachers Survey Set. At the same time, data on the teachers’ task performance and teachers’ OCB were obtained from the perspective of Headmaster/Senior Assistant through the Management Survey Set. All data was gathered through mail survey method from 390 paired respondents. Results show that: 1) self-ratings of teachers’ task performance was significantly related to teachers’ career satisfaction; and 2) superior-ratings of teachers’ OCB was significantly related to teachers’ career satisfaction. In addition, the findings indicate that self-rating of teachers’ OCB was not significantly related to teachers’ extrinsic CA (number of promotion) as well as teachers’ intrinsic CA (career satisfaction). Also, the findings show that superior-ratings of teachers’ task performance was not significantly related to teachers’ extrinsic CA (number of promotion) as well as teachers’ intrinsic CA (career satisfaction). Apart from that, this study finds that interactional justice, distributive justice and procedural justice were significantly interacted with certain types of teachers’ performance (task performance, OCB) in determining teachers’ extrinsic and intrinsic CA. The findings of this study have contributed to current knowledge of CA from job performance perspective. The results of this study may help the Ministry of Education (MOE) to improve the organizational career planning and also can help individuals to manage their career. Finally, the thesis discusses the implications of the study to theory and practice; limitations, and recommendations for future research