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.
