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.

Abstract: Understanding motivation and work attitudes is essential to comprehending organisational citizenship behaviour of workers, which is believed leads to high productivity, performance, and persistence. This study looked at how motivation affected the organisational citizenship behaviour (OCB) of teachers in some selected public basic schools in the Asene-Manso-Akroso District of Ghana. A descriptive correlational research design was used with a sample of 144 teachers. The study was based on Herzberg’s two-factor and Lawrence and Nohria’s four-drive theories. Using structured questionnaire as the data collection instrument, descriptive statistics, correlation analysis, and regression techniques were employed as the data analytical techniques. The results showed that extrinsic motivation and OCB had a high correlation (r = 0.647, p < 0.01) and that intrinsic motivation and OCB had a substantial positive correlation (r = 0.764, p < 0.01). Further, the results revealed a significant positive correlation between intrinsic motivation and OCB (r = 0.764, p < 0.01) and a moderately strong correlation between extrinsic motivation and OCB (r = 0.647, p < 0.01). Overall motivation significantly predicted OCB, explaining 54.6% of the variance (R² = 0.546). These results demonstrate how crucial extrinsic and intrinsic factors are in promoting OCB. Recommendations include enhancing intrinsic motivation through professional development opportunities and improving extrinsic rewards such as fair remuneration. Also, a positive organisational culture that values collaboration, respect, and support should be cultivated by stakeholders to enhance both intrinsic and extrinsic motivation. Suggestions for further research include qualitative studies, and comparative analyses to explore contextual differences in motivation and OCB. Implications for theory and practice are discussed.