The Relationship Between Leadership Behaviors, Trust In Leadership and Teacher Organizational Citizenship Behavior

As greater accountability is placed on school districts, in response to the increased demands of federal and state policies and mandates, teacher workloads and responsibilities have been increased to meet those demands. School districts rely on teachers’ commitment to students’ educational pursuits and their willingness to demonstrate behaviors that exceed their formal role expectations to facilitate student success. These behaviors, known as organizational citizenship behaviors (OCB), cannot be required, but play a critical role in ensuring a district’s success. The purpose of this quantitative study was to examine the relationship between teachers’ trust in their administrator and teachers’ OCB through the analysis of the data collected from 121 elementary, middle, and high school teachers using The Faculty Trust Scale and the Organizational Citizenship Behavior Scale for Schools. Three separate inferential statistical procedures were performed to analyze the relationship between teachers’ trust and OCB and predictor variables: years of service, gender, and grade level taught. The Pearson product-moment correlations (Pearson r) was performed to identify a possible relationship between teachers’ trust and organizational citizenship behavior. The researcher found a negative statistically significant relationship between teachers’ years of service and teachers’ trust in their administrator. The results of the current study suggest the need for further exploration into the antecedents of teachers’ OCB. The results further demonstrate that teachers’ trust in their administrators erodes over time in response to administrator behaviors. Cohort X