Please use this identifier to cite or link to this item: https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/302
Title: Linking teacher competences to organizational citizenship behaviour: The role of empowerment
Authors: Kasekende, Francis
Munene, John C.
Omuudu Otengei, Samson
Mpeera Ntayi, Joseph
Keywords: Teachers
Assessment
Empowerment
Planning
Initiating
Organizational citizenship behaviour
Issue Date: 17-Mar-2016
Publisher: International Journal of Educational Management
Citation: Francis Kasekende John C. Munene Samson Omuudu Otengei Joseph Mpeera Ntayi , (2016),"Linking teacher competences to organizational citizenship behaviour", International Journal of Educational Management, Vol. 30 Iss 2 pp. 252 - 270
Abstract: Purpose – The purpose of this paper is to examine relationship between teacher competences and organizational citizenship behavior (OCB) with empowerment as a mediating factor. Design/methodology/approach – The study took a cross-sectional descriptive and analytical design. Using cluster and random sampling procedures, data were obtained from 383 usable questionnaires. Data were analyzed through SPSS and Analysis of Moment Structures. Findings – Results indicated that planning, continuous assessment and initiating as operant teacher competences were significantly and positively related to empowerment. Also, empowerment was significantly and positively related to OCBs. Similarly, empowerment came out as a full mediator of the relationship between the teacher competences and OCBs. Practical implications – The study is relevant in that heads of schools will ensure they set up and implement human resources policies and practices that are favorable to building empowerment and OCB. School heads will be able to closely adhere to planning, initiating and continuous assessment rules in order to promote teacher empowerment and OCB. Government could appraise school heads based on whether they can successfully implement operant competence related rules on the employees Originality/value – The findings theoretically reconceptualize competences from the objectivist to the constructivist perspective. Planning, initiating, continuous assessment and empowerment make significant variations in OCB. The study demonstrates that empowerment translates the inputs of teacher competence into OCB.
Description: Research Paper
URI: http://dx.doi.org/10.1108/IJEM-10-2014-0140
https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/302
ISSN: Vol. 30 Iss 2
Appears in Collections:Business and Management

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