The Oxford Handbook of Organizational Citizenship Behavior provides a broad and interdisciplinary review of state-of-the-art research on organizational citizenship behaviors (OCBs), and related constructs such as contextual performance, spontaneous organizational behavior, prosocial behavior, and proactive behavior in the workplace. Contributors address the conceptualization and measurement of OCBs; the antecedents, correlates, and consequences of these behaviors; and the methodological issues that are common when studying OCBs. In addition, this handbook pushes future scholarship in this and related areas by identifying substantive questions, methods, and issues for future research. The result is a single resource that will inform and inspire scholars, students, and practitioners of the origins of this construct, the current state of research on this topic, and potentially exciting avenues for future exploration. This handbook is designed to meet the needs of a broad spectrum of researchers and advanced undergraduate and graduate students in a variety of disciplines including management, organizational behavior, human resources management, and industrial and organizational psychology, as well as those interested in studying citizenship behavior in a variety of organizational contexts including marketing, nursing, engineering, sports, and education.

Organizational Citizenship Behavior: Its Nature, Antecedents, and Consequences examines the vast amount of work that has been done on organizational citizenship behavior (OCB) in recent years as it has increasingly evoked interest among researchers in organizational psychology. No doubt some of this interest can be attributed to the long-held intuitive sense that job satisfaction matters. Authors Dennis W. Organ, Philip M. Podsakoff, and Scott B. MacKenzie offer conceptual insight as they build upon the various works that have been done on the subject and seek to update the record about OCB. Key Features: Explores how OCB translates into objective measures of efficiency, profitability, customer satisfaction, and other criteria of organizational functioning Examines how important OCB is in other societal cultures and correlates findings from North American studies Addresses the relative importance of individual personality as a factor in determining OCB OCB has become a foundation for concepts in Organizational Studies. This book provides an all-encompassing resource for students, scholars, and practitioners looking for a comprehensive understanding on this key topic. It is an excellent textbook for advanced undergraduate and graduate students studying organizational behavior or organizational psychology in courses such as Strategic Human Resource Management, Measurement of Work Performance; Behavioral Organization Theory; and Social Psychology of Organizations.

This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

Is your school a good, healthy place to work? Does the organizational climate contribute to academic achievement? Do you know how to evaluate the factors that can directly affect the effectiveness of education? Open Schools//Healthy Schools offers the basis for answering these and other questions. The authors demonstrate the significant relationship that exists between school health and academic performance. They then present the measures, developed over many years of careful research, that can best test the organizational climate of any school.

Building on 20 years of careful research and real-world testing, the authors show administrators how to assess their schools' health. The goal is to improve middle schools by making sure the "culture" is right for all groups - students, teachers, staff. The authors call their measurement tools the Organizational Climate Description Questionnaire Revised for Middle Schools (OCDQ-RM), for tapping the openness of a school's professional interactions, and the Organizational Health Inventory for Middle Schools (OHI-M), for capturing the health of interpersonal relationships in schools. The OCDQ-RM (openness) questionnaire and the OHI-M (health) inventory are included in this book - ready to copy and administer. These measurements are user-friendly and easy to interpret; scoring directions are clearly explained. School leaders, especially superintendents and principals, can use these hands-on tools to understand what's going on in their schools and then make changes as necessary. Actual case studies show how using the questionnaires can help make every middle school a high-quality and positive learning environment.

In today's industrialized societies, the majority of parents work full time while caring for and raising their children and managing household upkeep, trying to keep a precarious balance of fulfilling multiple roles as parent, worker, friend, & child. Increasingly demands of the workplace such as early or late hours, travel, commute, relocation, etc. conflict with the needs of being a parent. At the same time, it is through work that people increasingly define their identity and self-worth, and which provides the opportunity for personal growth, interaction with friends and colleagues, and which provides the income and benefits on which the family subsists. The interface between work and family is an area of increasing research, in terms of understanding stress, job burn out, self-esteem, gender roles, parenting behaviors, and how each facet affects the others. The research in this area has been widely scattered in journals in psychology, family studies, business, sociology, health, and economics, and presented in diverse conferences (e.g., APA, SIOP, Academy of Management). It is difficult for experts in the field to keep up with everything they need to know, with the information dispersed. This Handbook will fill this gap by synthesizing theory, research, policy, and workplace practice/organizational policy issues in one place. The book will be useful as a reference for researchers in the area, as a guide to practitioners and policy makers, and as a resource for teaching in both undergraduate and graduate courses.