Çavuş Mustafa Fedai
Department of Management Information Systems, Faculty of Economics and Administrative Sciences, Osmaniye Korkut Ata University, Karacaoglan Yerleşkesi 8000 Osmaniye, Turkey.
Work. 2012;43(3):361-8. doi: 10.3233/WOR-2012-1372.
The aim of the present study is to investigate the effects of organizational socialization levels of employees on organizational citizenship behavior (OCB).
A total of 185 (70 female, 115 male) teachers were sampled at 27 primary and secondary schools. Their ages ranged from 23 to 55 years, with a mean (SD) of 36 (5.1). In this sample, 100 (54.1%) worked in primary schools, and 85 (45.9%) worked in secondary schools.
A three-part questionnaire was designed for the study. The research scales were self-report measures of organizational socialization, OCB, and demographic variables. The hypothesized model was tested using Pearson correlation analyses and multiple regression analyses.
The teachers demonstrated high level socialization (Mean 4.2, SD 0.7) and OCB (Mean 4.0, SD 0.54). Understanding, coworker support, and performance proficiency explained significant variance in organizational citizenship behavior; however, there was no relationship (p=0.286) between the organizational goals and values and OCB.
The findings contribute to our understanding of the relationship between the level of organizational socialization and organizational citizenship behavior in educational settings. These findings suggest that high level organizational socialization supports organizational citizenship behavior in primary and secondary school teachers.
本研究旨在调查员工的组织社会化水平对组织公民行为（OCB）的影响。
从27所中小学抽取了185名教师（70名女性，115名男性）作为样本。他们的年龄在23岁至55岁之间，平均年龄（标准差）为36岁（5.1）。在这个样本中，100名（54.1%）在小学工作，85名（45.9%）在中学工作。
为该研究设计了一份包含三个部分的问卷。研究量表是关于组织社会化、组织公民行为和人口统计学变量的自陈式测量工具。使用Pearson相关分析和多元回归分析对假设模型进行检验。
教师们表现出较高水平的社会化（均值4.2，标准差0.7）和组织公民行为（均值4.0，标准差0.54）。理解、同事支持和绩效熟练程度解释了组织公民行为的显著差异；然而，组织目标和价值观与组织公民行为之间没有关系（p = 0.286）。
这些发现有助于我们理解教育环境中组织社会化水平与组织公民行为之间的关系。这些发现表明，高水平的组织社会化有助于中小学教师的组织公民行为。
