A Conceptual Model Linking Teachers’ Self-Leadership Skills to Teachers’ Organizational Citizenship Behaviors, Teachers’ Self-Efficacy as Mediator
DOI:
https://doi.org/10.6918/IJOSSER.202505_8(5).0049Keywords:
Teachers’ Self-Leadership Skills, Teachers’ Self-Efficacy, Teachers’ Organizational Citizenship Behaviors, Conceptual Framework.Abstract
The high school education phase is a key stage that plays a decisive role in the quality of talent cultivation for China's future. China is fully promoting reforms in high school education models and governance system transformations to advance the construction of an education powerhouse and promote the modernization process. Chinese high school education reform is undergoing a governance transition from bureaucratic management to teacher empowerment. In the reform process, teachers must go beyond traditional teaching responsibilities and actively implement curriculum reform innovations, student interest cultivation, and diverse school governance as organizational citizenship behaviors. However, the traditional reliance on external incentives has encountered significant challenges, primarily due to insufficient internal motivation among teachers. To address this issue, this study combines self-leadership theory with a range of organizational behavior theories to construct a conceptual framework that reveals how teachers’ self-leadership skills affect teachers’ organizational citizenship behaviors through teachers’ self-efficacy. It provides a new perspective for explaining how teachers' internal driving forces can promote organizational citizenship behaviors, resolving the adaptation dilemma between high school education reform and Teachers’ organizational citizenship behaviors, and offering suggestions for promoting Chinese high school college entrance examination reform and governance transformation and accelerating the realization of Chinese educational modernization.
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