The Impact of Principal's Leadership and Social Support on Teachers' Organizational Citizenship Behavior

Abstract

The purposes of this study were as follows: 1)To determine how demographic variables they receive interact to influence the level of faculty involvement in organizing civic behavior. 2) To explore the various leadership styles that are demonstrated by school administrators and the impact that these styles have on the organizational citizenship behavior of individual teachers.3) To investigate the extent to which social support, which includes both the support of colleagues and the school administration, has a role in shaping teachers' organizational citizenship behavior. The sample size was determined by random sampling in this study; 380 samples will be drawn from school A. Research instruments were questionnaires concerning demographics, principal leadership, social support, and teacher organization civic behavior. Descriptive Statistics: Frequency, Percentage, T-test, F-test, Multiple Regression Analysis. The study revealed that demographic variables such as age, education level, and years of experience significantly influence teachers' organizational and civic behavior, whereas gender and teaching positions do not. Transactional and laissez-faire leadership styles positively impact these behaviors, while transformational leadership does not show a significant linear relationship. Additionally, social support significantly impacts teachers' organizational and civic behavior, indicating that increased social support leads to enhanced behaviors.

Keywords: Demographic variables, Principal Leadership Style, Social Support, Organizational Citizenship Behavior