This study examined the level of teachers’ organizational citizenship behavior (OCB) and its association with learning organization practices in Ethiopian public universities in the Amhara region. A quantitative approach, utilizing a descriptive and correlational cross-sectional survey design, was employed to collect data from 647 respondents. Analyses included one-sample t-tests, correlation, multiple regression, and structural equation modeling. Results indicated that teachers exhibited significantly high levels of OCB, with a large effect size. All learning organization dimensions, as well as the overall construct, showed moderate, positive correlations with OCB. Multiple regression analysis revealed that learning organization dimensions accounted for 24.5% of the variance in OCB, with personal mastery and mental models emerging as significant predictors. Conversely, team learning and shared vision showed weaker, non-significant effects. Structural equation modeling further confirmed a direct, moderate, and positive relationship between learning organization and OCB. These findings highlight the importance of promoting continuous learning environments to enhance teachers’ professional capacity and voluntary contributions to institutional effectiveness.
Taye et al. (Tue,) studied this question.