Psychological contract and organizational citizenship behavior in government aided primary schools in Uganda.

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