The Impacts of University Organizational Equity on Organizational Citizenship Behaviors of Teachers: The Mediating Role of Work Engagement

Autori:

I-Ying CHANG, Wan-Yu CHANG

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 194-204

How to cite this article:

Chang, I.Y., Chang, W.Y. (2025). The Impacts of University Organizational Equity on Organizational Citizenship Behaviors of Teachers: The Mediating Role of Work Engagement. Revista de Cercetare si Interventie Sociala, 90, 194-204, DOI: 10.33788/rcis.90.11

Abstract:

Being fairly treated in education workplace is concerned by teachers. A school therefore has to construct and promote the specifications of equity system. Teachers enhancing the perceived organizational equity would stabilize the mind and avoid fear to reassure the work through the trust in and commitment to schools and generate the organizational citizenship behavior. In other words, a teacher is a member of school organization; the reward with organizational citizenship behavior would appear by the fair and trustful attitude towards the organization. This study used university teachers in Taiwan as the research subjects. A total of 350 questionnaires were sent out, and 296 valid questionnaires were collected, with a calculated recovery rate of 85%. The results show: (1) university teachers perceiving equal equity, under equity systems, would present trust on the school organization or colleagues, and feedback of equal equity to teachers would induce the work engagement to identify the school and involve in the work to further induce the organizational citizenship behavior, (2) it is necessary to have university teachers perceive being respected and fairly treated in the university organization in order to have university teachers be willing to actively help people, identify the organization, and self-demanding; the balance of and satisfaction with basic psychological state would induce university teachers’ work engagement to further present higher organizational citizenship behavior, and (3) education administration authority should eliminate policies which university teachers feel unfair so that university teachers could share resources, start equal interaction and dialogue, enhance teamwork to achieve task commitment, and promote overall teaching effectiveness. Based on the discussion raised in this article, we hope to create a high-quality educational environment for all Taiwanese university teachers to develop their personal professional abilities throughout their careers, positively involving in teaching and being glad to teach, showing the maximal effectiveness of teaching team to promote students’ learning effect, and presenting organizational citizenship behavior to involve in education work.