| Abstrakt: |
Today's organizations demand people who have the habit of working voluntarily without any need for supervision and control, who tolerate limited resources and negative circumstances, who refrain from being negative, who share expertise with others, and who quest for new developments for the wellbeing of the organization. Being a hard working, patient, altruistic, punctual, collaborative employee mostly depends on not developing a syndrome called burnout. Employee behaviors such as helping others (e.g. supportive actions to assist others and going beyond the job requirements), sportsmanship (e.g. tolerating the work conditions, refraining from complaining), civic virtue (e.g. active engagement in organizational development and improvement) are called Organizational Citizenship Behaviors (OCB,) (Mackenzie, Podsakoff, & Praine, 1999). Such behaviors are critical for organizational effectiveness (George & Brief 1992; Karambavya, 1990: Podsakoff and MacKenzie, 1997; Podsakoff, MacKenzie, and Aherne, 1997). Employees who exhibit these behaviors are those who have the dispositional personality characteristics such as agreeableness and conscientiousness (George & Brief 1992; Konovsky & Organ, 1996). This study investigates whether there is a relationship between teacher burnout and OCB. [ABSTRACT FROM AUTHOR] |
