FRONT COVER -- DISCRETIONARY BEHAVIOR AND PERFORMANCE IN EDUCATIONAL ORGANIZATIONS: THE MISSING LINK IN EDUCATIONAL LEADERSHIP AND MANAGEMENT -- COPYRIGHT PAGE -- CONTENTS -- DEDICATION -- LIST OF CONTRIBUTORS -- FOREWORD -- References -- INTRODUCTION -- References -- PART I: THEORETICAL FOUNDATIONS OF DISCRETIONARY BEHAVIOR -- Chapter 1 The relationship between the four branch model of emotional intelligence and discretionary behavior of university educators -- Emotional intelligence -- Perception of Emotion -- Using Emotion -- Understanding Emotion -- Managing Emotion -- Methods -- Procedure -- Samples -- Measures -- Traditional Organizational Citizenship Behavior -- University-Specific Discretionary Behaviors -- Emotional Intelligence -- Analysis -- Results -- Combined Sample -- Emotional Intelligence and Discretionary Behavior -- Correlations -- Regression Results: Traditional OCB -- Regression Equations: University-Specific Discretionary Behaviors -- Results: Nursing Professors -- Correlations -- Regression Equations: Traditional OCB -- Regression Equations: University-Specific Discretionary Behaviors -- Results: Business Professors -- Correlations -- Regression Equations: Traditional OCB -- Regression Equations: University-Specific Discretionary Behaviors -- Discussion -- Combined Sample -- The Unique Cases of Nursing and Business -- Summary -- Practical Implications -- Limitations -- Future Study -- References -- Chapter 2 Teachers’ organizational citizenship behavior: an empirical examination of the subjective and dynamic nature of the boundary between in-role and extra-role behavior -- Theoretical background -- Purpose of the research -- Conceptual framework -- Research questions -- Study 1: The dynamic nature of teachers’ IRB-ERB boundary -- Conceptual Framework -- Method -- Sample and Procedure -- Measures -- Level of Analysis -- Results -- Descriptive Statistics -- Tests of the First Research Question -- Discussion -- Study 2: The subjective nature of teachers’ IRB-ERB boundary -- Conceptual Framework -- Method -- Sample and Procedure -- Measures -- Level of Analysis -- Results -- Descriptive Statistics -- Tests of the Second Research Question -- Discussion -- General discussion and conclusions -- Managerial Implications -- Limitations and Future Research -- References -- Chapter 3 Organizational citizenship behaviors of teachers: Antecedents, transformational leadership, and contradictions -- Introduction -- In pursuit of discretionary behaviors -- Teacher cultural values -- Collectivism in organizations -- Leading and transforming -- Drawing conceptual lines -- Limitations and suggestions for further research -- Summary and conclusion -- Acknowledgments -- References -- Chapter 4 Performance beyond expectations: a closer look at teachers’ task performance, discretionary performance, and career aspirations -- Introduction -- Theoretical foundations -- Teachers’ Work Performance -- Teachers’ Task Performance -- Teachers’ Discretionary.
Performance -- Teachers’ Career Aspirations -- Teachers’ Self-Efficacy and Collective Efficacy -- Transformational Leadership -- Perceived Organizational Support -- Conceptual model -- Methods -- Instrumentation -- Data Analysis -- Findings -- Conclusions, implications, and limitations -- References -- Chapter 5 Relationship between demographic variables and organizational citizenship behavior among community college lecturers -- Introduction -- Background to the study -- Purpose of the study -- Research Questions -- Significance of the Study -- Review of Literature -- Demographic Variables and Organizational Citizenship Behavior -- Method -- Subjects -- Results -- Reliability -- Correlations among the Variables -- Relationship between Demographic Variables and Organizational Citizenship Behavior -- Conclusion and implications -- References -- PART II: APPLICATIONS OF DISCRETIONARY BEHAVIOR IN EDUCATIONAL ORGANIZATIONS -- Chapter 6 Nature of leadership discretions and sustainability of educational innovations: critical connections -- Background of the study and literature review -- Discretion and Innovation -- Ecological Frameworks and Approaches -- The research scope -- Purpose -- Conceptual framework -- e-leadership enhancement project -- Methods -- Data Collection and Instrumentation -- Data Analysis -- Results -- Domain One: Shared Vision -- Domain Two: Empowerment -- Domain Three: Institutional Commitment -- Domain Four: Collaboration -- Domain Five: School Culture -- Criterion One: Focusing on Students’ Needs -- Discussion -- Sustainability of Innovation and Discretionary Behavior -- Principle of Emergence -- Principle of Spatial Relationships and Disturbances -- Principle of Diversity -- Leadership Environment and Discretionary Behavior -- Discretionary Alignment -- Discretion as Phronesis -- Conclusion -- Notes -- References -- Chapter 7 Coalface academic leadership in Australian higher education: discretionary behaviour through empowerment -- Background to the study -- Purpose -- Conceptual framework -- Academic Leadership -- Organisational Management -- OCB towards the Institution -- OCB towards a Team -- OCB towards Students -- Methods -- Interviews -- Interview Findings and Discussion -- Survey -- Survey Findings and Discussion -- Results and discussion -- Conclusions and implications -- Note -- Acknowledgments -- References -- Chapter 8 What we do here is who we are: teacher discretionary behavior as social identification -- Introduction -- The social IDENTITY approach -- Enculturation – a social identity approach to teacher socialization -- Data and Methods -- Organizational Context -- Data Sources -- Interviews -- Observation -- Documentary Analysis -- Questionnaire -- Social Network Analysis (SNA) -- Data and Analysis -- Vignette - LT -- Instrument #1: Teaching Goals -- Instrument #2: Social Network Analysis -- Discussion -- Limitations and avenues for future research -- Epilogue -- Acknowledgment -- References -- Chapter 9 The r.
elationship between organizational justice, organizational trust and organizational citizenship behaviors in secondary schools in Turkey -- Introduction -- Literature review -- Organizational Justice -- Organizational Trust -- Organizational Citizenship -- The secondary education system in Turkey -- School administration in Turkish context -- Theoretical and conceptual framework -- Purpose of the study -- Research design and methodology -- Sampling Procedures and Participants -- Data Gathering Tools -- Data Analysis -- Results -- Conclusion and discussion -- Acknowledgments -- References -- Chapter 10 Teachers supervising teaching assistants: assigned role or discretionary behaviour? Reflections from the United Kingdom -- Background -- Supervision -- Supervision: a wider view -- Required or discretionary role? -- The role of higher education and teacher training -- Conceptual framework -- Current research -- Potential obstacles to effective supervision -- Persistent themes -- Conclusions and implications -- Notes -- References -- PART III: CONCLUSIONS AND IMPLICATIONS FOR FUTURE RESEARCH -- Chapter 11 The possible consequences of organizational citizenship behaviors in drug and alcohol prevention education: some insights from Israeli teachers and principals -- Introduction -- Consequences of organizational citizenship behavior -- The research on teacher OCB -- Research methods -- Context -- Participants -- Participant Selection -- Procedure -- Findings -- Self-Fulfillment -- Public Recognition for the Teacher’s Unique Contribution -- A Sense of High Work Effectiveness -- Negative Relationships with the Staff -- Depletion of Personal Energy -- The Familial Price -- Concluding comments -- Acknowledgment -- References -- Chapter 12 What do we know about assistant principals? A cross-national examination of the factors affecting task performance, discretionary performance, and the future career aspirations of assistant principals -- Introduction -- Theoretical foundations -- Task Roles and Performances of Assistant Principals -- Discretionary Behaviors and Performances of Assistant Principals -- Future Career Aspirations of Assistant Principals -- Personal Initiatives of Assistant Principals -- Perceived Organizational Support -- National Origins of Assistant Principals -- Conceptual and measurement model -- Methods -- Participants -- Instrumentation -- Data Analysis -- Findings -- Conclusions, implications, and limitations -- Recommendations for policy and future research -- References -- AUTHOR BIOGRAPHIES -- INDEX -- .
