Mapping collaborative social networks, organizational citizenship behavior, and school leadership support: A descriptive analysis of secondary school teachers’ perceptions
DOI:
https://doi.org/10.71085/rjhsa.04.03.119Keywords:
Collaborative Social Networks, Organizational Citizenship Behavior, School Leadership Support, Teacher Collaboration, Descriptive Study, Secondary Education, PunjabAbstract
In the field of education, collaborative working and supportive school leadership have been identified as key elements in effective teaching and enhanced organizational performance (Coleman, 1988; Organ, 1994). This study focused on teachers’ perceptions of their organizational citizenship behavior (OCB) and school leadership support (SLS) in public and private schools in District Sargodha, in light of Collaborative Social Networks (CSNs) among secondary school teachers in District Sargodha, Punjab, Pakistan. A quantitative descriptive research design was used for this study, and 460 participants were selected through a stratified random sampling technique. A structured questionnaire comprising three measures of Collaborative Social Networks, Organizational Citizenship Behavior, and School Leadership Support was used for data collection. Results showed that teachers had positive perceptions of their schools' use of both Organizational Citizenship Behavior (OCB) and School Leadership Support (SLS), with high scores. Collaborative Social Networks, on the other hand, were perceived at a moderate level, indicating that while collaborative practices in knowledge sharing, teamwork, and professional interaction were seen, there is still a great deal that could be done to further strengthen the structured collaboration and increase participation in professional networks. Overall, the study highlights the importance of fostering collaborative school cultures and supportive leadership environments to enhance teachers’ professional engagement and organizational effectiveness.
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