How faculty members' organizational citizenship behaviours can be predicted by their personality traits: The moderating role of perceived university brand

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

HIGHER EDUCATION QUARTERLY Pub Date : 2024-06-18 DOI:10.1111/hequ.12554

Asal Aghaz, Alireza Sheikh, Soroush Dehghan Salmasi, Asra Tarighian

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引用次数: 0

Abstract

The qualifications of faculty members play a crucial role in the success of educational systems. Academics with a high level of organizational citizenship behaviour (OCB) are mostly valued due to the excellent services they offer to their students. This study aims to investigate the impact of faculty members' personality traits on their OCB. Additionally, it examines the moderating role of the perceived university brand in the relation between the two variables. This study is quantitative in nature and the sample includes professors working at seven prestigious Iranian universities. Overall, 422 questionnaires were gathered. By the use of Smart-PLS, the results indicate that academic members with conscientious, agreeable and openness personality traits tend to show higher levels of OCB. On the flip side, neuroticism negatively predicts academics' OCB. Moreover, this research indicates that perceived university brand significantly moderates only the effect of openness trait on faculty members' OCB, meaning that professors with openness to experience traits who are working at such universities, are more likely to engage in OCB.

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教师的人格特质如何预测其组织公民行为？大学品牌感知的调节作用

教职员工的资质对教育系统的成功起着至关重要的作用。具有高水平组织公民行为（OCB）的教职员工大多因其为学生提供的优质服务而受到重视。本研究旨在探讨教师的人格特质对其组织公民行为的影响。此外，本研究还探讨了感知到的大学品牌对这两个变量之间关系的调节作用。本研究为定量研究，样本包括在伊朗七所著名大学工作的教授。共收集了 422 份问卷。通过使用 Smart-PLS 方法，研究结果表明，具有自觉性、合群性和开放性人格特质的学术成员倾向于表现出更高的 OCB 水平。反之，神经质则会对学术人员的 OCB 产生负面预测。此外，该研究还表明，只有开放性特质能显著调节大学品牌感知对教职员工OCB的影响，这意味着在这类大学工作的具有开放性体验特质的教授更有可能参与OCB。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

HIGHER EDUCATION QUARTERLY EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

9.10%

发文量

期刊介绍： Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.