Why Organisational Citizenship Behaviour Declines among Teachers: Head Teachers’ Perspectives from Government-Aided Secondary Schools in Greater Bushenyi, Uganda

Precious Natureeba, Aloysius Rukundo & Sudi Balimuttajjo
Department of Educational Foundations and Psychology
Mbarara University of Science and Technology, Uganda
https://orcid.org/0009-0004-1073-8268
Email: natureebaprecious@gmail.com

Abstract: This study explored organisational citizenship behaviour (OCB) among teachers in government-aided secondary schools in Greater Bushenyi, Uganda, focusing on head teachers’ perceptions, experiences, and strategies for improvement. Guided by Social Exchange Theory and Organ’s OCB framework, the study examined how discretionary behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue are understood and practised within school contexts. Aqualitative descriptive research design was adopted, and data were collected from ten head teachers using key informant interviews. Data were analysed using thematic analysis. The findings revealed that organisational citizenship behaviour is perceived as weak and inconsistently demonstrated across all dimensions, with teachers largely prioritising formal job responsibilities over voluntary engagement. In practice, OCB was found to be minimally manifested, characterised by low collaboration, poor accountability, limited participation in school activities, and resistance to organisational processes. These patterns indicate that OCB is not institutionalised within daily school operations but occurs sporadically and inconsistently. Despite these challenges, participants identified strategies for improving OCB, including promoting collaborative cultures, strengthening accountability systems, enhancing professional relationships, and adopting participatory leadership practices. The study concludes that strengthening organisational citizenship behaviour requires a systemic and context-responsive approach that integrates leadership, institutional support, and teacher engagement. The findings extend Social Exchange Theory by demonstrating that teachers’ discretionary behaviours are shaped by perceived organisational support and reciprocity within resource-constrained educational contexts. The study recommends that policymakers and school leaders prioritise supportive institutional environments to enhance teacher engagement and improve organisational effectiveness.