The Impact of Dual-Level Transformational Leadership on Teachers’ OCB: The Mediating Role of Group Identification and Psychological Contracts
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Abstract
The nexus between teachers' organizational citizenship behavior and pedagogical efficacy, along with the overall effectiveness of an educational institution, is profound and significant. The current study utilized a three-tier sampling strategy (systematic sampling, cluster sampling, and simple random sampling) to survey a robust sample of 1,162 middle-school teachers across China. The core methodological tool employed was a multilevel structural equation model, which facilitated an in-depth analysis of the multilevel effects of dual-level transformational leadership on teachers' organizational citizenship behavior. The study put a particular emphasis on investigating the mediating influences of group identification and psychological contracts in this context. Findings from this study robustly indicated that dual-level transformational leadership exerts a substantial positive impact on teachers' organizational citizenship behavior. Notably, both group identification and psychological contracts were found to mediate the relationship between both facets of transformational leadership (group-focused and individual-focused) and teachers' organizational citizenship behavior. This research thus provides valuable insights and empirical evidence that furthers our understanding of the complex interrelationships between leadership and organizational citizenship behaviors within the educational domain.
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