School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 12 October 2022
Issue publication date: 7 November 2022
Abstract
Purpose
The purpose of this study was to examine the relationships among collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student achievement in Turkey.
Design/methodology/approach
Multilevel analysis was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, and school socioeconomic status, affect student achievement. Data were collected from 674 teachers and 7,173 students embedded in 57 schools.
Findings
Results showed significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. After controlling for school Socioeconomic status (SES), CTE and OCB significantly predicted school mean achievement scores and explained approximately 45% of the between-schools variance in achievement.
Practical implications
The results of the study verified that CTE and OCB are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs in creating the conditions to foster student achievement even in low-SES schools.
Originality/value
This was the first attempt to examine the relationships between CTE, OCB and student achievement in Turkey. The findings of this study may contribute to the international knowledge base by investigating the relationship between CTE, OCB, and student achievement in a collectivist cultural context.
Keywords
Acknowledgements
The authors would like to thank Megan Tschannen-Moran for the helpful comments on an earlier version of this article.
This article is part of the Ph.D. thesis of Ufuk Erdogan, supervised by Burhanettin Donmez and Michael F. DiPaola.
Funding: This paper was funded by The Scientific and Technological Research Council of Turkey (No. 1059B141600417).
Citation
Erdogan, U., Dipaola, M.F. and Donmez, B. (2022), "School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior", International Journal of Educational Management, Vol. 36 No. 7, pp. 1343-1361. https://doi.org/10.1108/IJEM-02-2021-0069
Publisher
:Emerald Publishing Limited
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