Examining Relationships Among Enabling School Structures, Academic Optimism, and Organizational Citizenship Behaviors
Type of Degreedissertation
DepartmentEducation Foundation, Leadership, and Technology
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This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for reliability and validity, measured the relationships among the constructs. A total of 589 teachers from 65 elementary schools in Alabama participated in the study. Descriptive statistics, bivariate correlations, and hierarchical regressions were used in analyzing data. Correlational analysis demonstrated a positive significant relationship between enabling school structures and organizational citizenship behaviors. Also, enabling school structures were positively correlated to academic optimism. Likewise, a positive relationship was indicated between academic optimism and organizational citizenship behaviors. Moreover, regression analysis revealed that academic optimism partially mediated the relationship between enabling school structures and organizational citizenship behaviors. This study is the first to collectively examine all three constructs and how they relate in the elementary school setting. It is also the first of its kind to be administered in the Southern United States. Results from this investigation can inform educational leaders of organizational characteristics that can be nurtured in the school setting, thereby increasing opportunities for student achievement. Enabling school structures, academic optimism, and organizational citizenship behaviors, have all been positively linked to student achievement and school effectiveness.