Impact of Leadership Behaviour of Secondary School Heads on Organizational Citizenship Behaviour of Teachers

Abstract

The purpose of this study was to learn more about secondary school principals' expectations for headship behaviour and to identify effects of principals' headship style on teachers' organizational citizenship behaviour (OCB). The entire administrator and the educators of public sector schools in four southern districts of Khyber Pakhtunkhwa were included in this study's population. By using L.R Gay's (2003) sample size ratio formula, 30 heads and 390 teachers (8 percent of the whole population) of secondary schools in four southern districts were selected by applying multi-staged stratified sampling technique. The short form multifactor leadership questionnaire (MLQ) and the organizational-citizenship-behaviour scale (OCBS) were chosen to analyze the essential information. The information was organized, and the replies to each item were examined using ANOVA and Regression analysis statistical methods. The findings of the study revealed that under transformational and transactional leadership, the organizational citizenship behaviors in school instructors were higher than under laissez-faire leadership. Because laissez-faire leadership has been found to be the least effective way of eliciting organizational-citizenship-behavior, it is suggested that administrator use more transformational and transactional headship styles to create a professional and valuable environment in school to serve and convey knowledge.

        Keywords: headship styles, transformational leadership, Trans-actional leadership, Laissez-faire leadership, organizational citizenship behaviour (OCB).