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An investigation of the relationship between high quality mathematics instruction and organisational citizenship behaviour of mathematics teachers in Singapore
Author
Paraskevi, Christoforou
Supervisor
Kaur, Berinderjeet
Abstract
The purpose of the present study was to explore the construct of organizational citizenship behaviour (OCB : see Appendix I for definition, p. 98) of mathematics teachers in Singapore and empirically investigate its relationship with high quality mathematics instruction. The research was conducted in two stages. In the first stage the OCB construct was elucidated. The subjects for this stage were 330 primary school mathematics teachers (sample 1). An exploratory factor analysis revealed three distinctive dimensions of citizenship behaviour directed towards : (i) the profession, (ii) the organization and (iii) towards colleagues and clients (interpersonal).
In the second stage the relationship of OCB with high quality mathematics instruction was investigated. The subjects for this stage were 47 good mathematics teachers (sample 2). At t-test for two independent samples was conducted for comparing the good mathematics teachers (sample 2) with the population of mathematics teachers (sample 1). The results revealed a significant difference between the means of the two samples for OCB in the aggregate with α = .001 (p < .001). Also the data showed a significant difference between the means of mathematics teachers and good mathematics teachers for all the three dimensions of OCB. The subscale of OCB towards the organization showed significant difference for α = .001 (p < .001), and the subscales towards the profession, and interpersonal revealed a significant difference at α = .01 (p < .01).
These findings indicate that mathematics teachers' citizenship behaviours have a bearing on the quality of instruction they will achieve or maintain (Cohen's d = 6). Good mathematics teachers engage more in discretionary favorable behaviours (OCBs) towards their profession, their organization, and towards all the stakeholders of their educational institution, than the population of mathematics teachers in Singapore.
Previous research on OCB has not confirmed empirically a 'self-development' dimension of citizenship behaviour. However the findings of the present study show that 'self-development' that can be clearly identified in the 'OCB towards the profession' subscale is a principal component of teachers' citizenship behaviour.
In the second stage the relationship of OCB with high quality mathematics instruction was investigated. The subjects for this stage were 47 good mathematics teachers (sample 2). At t-test for two independent samples was conducted for comparing the good mathematics teachers (sample 2) with the population of mathematics teachers (sample 1). The results revealed a significant difference between the means of the two samples for OCB in the aggregate with α = .001 (p < .001). Also the data showed a significant difference between the means of mathematics teachers and good mathematics teachers for all the three dimensions of OCB. The subscale of OCB towards the organization showed significant difference for α = .001 (p < .001), and the subscales towards the profession, and interpersonal revealed a significant difference at α = .01 (p < .01).
These findings indicate that mathematics teachers' citizenship behaviours have a bearing on the quality of instruction they will achieve or maintain (Cohen's d = 6). Good mathematics teachers engage more in discretionary favorable behaviours (OCBs) towards their profession, their organization, and towards all the stakeholders of their educational institution, than the population of mathematics teachers in Singapore.
Previous research on OCB has not confirmed empirically a 'self-development' dimension of citizenship behaviour. However the findings of the present study show that 'self-development' that can be clearly identified in the 'OCB towards the profession' subscale is a principal component of teachers' citizenship behaviour.
Date Issued
2005
Call Number
QA14.S55 Par
Date Submitted
2005