Relationship Between Organizational Citizenship Behaviors and Work Stress Among Teaching Professionals of Kathmandu University

Abstract

Organizations, including educational institutions, need employees and teachers to go beyond their formal job description. A teacher’s job is categorized as a stressful job. In addition, indulgence in organizational citizenship behaviors (OCBs) may further increase the level of stress among teachers which may reduce overall performance and thus impact the performance of the institution. The purpose of this study is to examine the relationship between organizational citizenship behaviors (OCBs) and work stress (WS) among teaching professionals at Kathmandu University. The study delves into questions about the relationship between organizational citizenship behaviors (OCBs) and work stress (WS), as well as the role of demographic variables that influence OCB and WS. With a sample size of 214 teaching faculties in higher education who were surveyed with a structured questionnaire, the findings reveal a negative correlation between organizational citizenship behaviors (OCBs) and work stress (WS). That is the teaching professionals at Kathmandu University did not feel work stress (WS) due to the practice of organizational citizenship behavior (OCB). In the regression analysis, there was a significant influence of OCB dimension sportsmanship on the dependent variable WS, whereby, the WS declined as a result of increase in sportsmanship. In addition, demographic factors such as gender and age had insignificant difference in the OCB and WS. For gender and age, a t-test and ANOVA tests were conducted respectively. And for other demographic variables in the study, ANOVA tests were conducted that revealed educational level had insignificant difference in the OCB but had a significant difference in the WS of teaching professionals. The rank of teaching professionals had significant difference in both OCB and WS. There were significant differences in the OCB between Lecturers and Teaching Assistant. Similarly, there were significant differences in the WS between Professors and Teaching Assistant, Associate Professors and Teaching Assistant, Assistant Professors and Teaching Assistant, and finally Lecturers and Teaching Assistant. The findings highlight the relevance of considering the rank of teaching professionals, educational backgrounds in understanding organizational citizenship behaviors (OCBs) and work stress (WS) and the role of sportsmanship in reducing work stress in the teaching profession. The implications emphasize future researchers to explore OCB and WS on a national scale, considering variations in context and introducing mediating variables. Policy makers are encouraged to formulate robust policies promoting OCB and reducing WS, as well as addressing organizational hierarchy and departmental practices. Educational institutions should acknowledge OCB dimensions, identify stressors, and implement supportive strategies. Teaching professionals are urged to actively foster OCB, especially sportsmanship, to mitigate work-related stress, considering contextual differences and advocating for supportive policies and continuous professional development. Further research can delve deeper into specific dimensions of organizational citizenship behavior (OCB), explore additional factors influencing organizational citizenship behaviors (OCBs) and work stress (WS), and examine these relationships in diverse cultural and contextual settings