Abstract:
As primary school teachers continue to operate under dynamic circumstances, schools have become
more reliant on those who are willing without force to contribute to successful change within and outside the school
environment regardless of formal job assignments. While some achievements have been scored, the performance of
primary schools in Uganda is low and this has been attributed to unpatriotic organizational behaviors exhibited by
teachers. The study was premised on investigating the relationship between relational psychological contract and
organizational citizenship behavior, relationship between transactional psychological contract and organizational
behavior and relationship between balanced psychological contract and organizational citizenship behavior.
Sampling procedure involved a two stage sampling where by cluster sampling was used at the first stage while
convenience sampling was used at the second stage. The total sample size considered for the current study was 403
of which 189 were male teacher and 214 were female teachers. From the findings of the study, it emerged that
transactional psychological capital negatively influences citizenship behavior among teachers in primary schools.
Relational and balanced psychological contract were found to be positively related to citizenship behavior.
Keywords: organizational citizenship behavior, psychological contract, government aided primary schools and teachers
