A multilevel analysis of collective teacher efficacy, organizational citizenship behavior and student academic achievement

Purpose: The main aim of this study was to examine the multilevel relationships between collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student academic achievement. Research Method: Hierarchical linear modeling was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, school socioeconomic status (SES) affect student academic achievement. Data were collected from 674 teachers and 7173 students embedded in 57 schools in the province of Malatya, Turkey. Findings: The findings of this study showed that significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. In addition, the findings indicate that collective teacher efficacy and organizational citizenship behavior were significantly and positively related to academic achievement. After controlling for school SES, CTE and OCB explained approximately 45% of the between-schools variance in academic achievement. Conclusions: The results of the study verified that even after controlling school SES, CTE and OCB are related to higher student academic achievement and are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs to creating the conditions to foster student academic achievement. The findings of this study suggest that factors strengthening collective teacher efficacy and organizational citizenship behavior may assist in improving student academic achievement even in low SES schools.