Purpose This study aims to examine organisational citizenship behaviour (OCB) among teacher-researchers at Sidi Mohamed Ben Abdellah University in Fez, Morocco. It seeks to identify the individual and organisational drivers of extra-role behaviours and to assess their implications for both institutional performance and teacher effectiveness. Design/methodology/approach This research adopts a qualitative case study approach grounded in the integrative model of Somech and Oplatka (2014). Data were collected through in-depth interviews and contextual analysis to explore the lived experiences of Moroccan teacher-researchers regarding OCB. Findings The findings reveal a multi-dimensional interaction between individual commitment, institutional climate and leadership practices in shaping OCB. Emotional engagement, collegial support and perceptions of fairness were found to enhance teachers’ discretionary behaviours. In contrast, bureaucratic rigidity, hierarchical structures and insufficient recognition inhibited such behaviours. OCB was shown to foster knowledge sharing, pedagogical innovation and resilience in the face of academic reforms, contributing significantly to both teacher and university performance. Research limitations/implications While limited to a single institutional case, the study provides rich, context-sensitive insights that lay the groundwork for comparative studies in other higher education settings. Practical implications The study offers actionable recommendations for university policymakers seeking to create climates that encourage academic citizenship, enhance engagement and support institutional transformation. Originality/value This study extends Somech and Oplatka’s (2014) integrative model to a previously under-explored context – Moroccan higher education. It highlights the socio-cultural and organisational determinants of OCB and contributes to the growing literature on academic engagement in non-Western settings.
Ennida et al. (2025) studied this question.