Effect of gender on teachers' organizational citizenship behavior: A meta-analysis

Abstract

The purpose of this study is to determine the varying effect sizes of teachers’ perception and opinions about organizational citizenship behavior in accordance with gender. All quantitative studies dealing with the organizational citizenship behaviors (OCB) of teachers in Turkey is taken into the scope of the meta-analysis. 38 studies included in this review were collected from the National Thesis Archive, ULAKBIM, Google Academic, ERIC and EBSCO databases. Total number of samples in this study composed of 18954 (teachers); 9622 of which are female teachers whereas 9322 of which are male teachers. In addition, several variables such as publication type, publication year, the region used for the research and educational level, instruction level, scale type and researcher’s gender that could not be included in the evaluation as a moderator in primary researches were analyzed. In accordance with the results of this study, an effect size with statistical significance at an insignificant level was determined on the part of female teachers according to fixed effect model (d=0.02) and random effect model (d=0.03). In the consequence of the moderator analysis conducted, and educational level (p=0.75) were determined to be moderators. Moreover, effect sizes obtained from the studies showed that gender difference has a tendency to decrease by year. No effect of the region in which the research was conducted (p=0.31) the scale type used for the study (set or developed) (p=0.90) publication type (p=0.29) and the researcher’s gender (p=0.97) as a moderator was determined. As a result, gender may not be recommended to be used as a significant variable for the future studies dealing with teachers’ opinions about OCB. Apart from the gender variable, meta-analysis studies can be conducted using personal and professional traits, which are expected to affect teachers' OCB perceptions.