The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator.,Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data.,The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy.,Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers.,This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

中文翻译：

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中学教师在信任与组织公民行为之间教师自我效能感中的作用

本文的目的是检验以自我效能感为中介的教师知觉对教师行使组织公民行为（OCB）意愿的信任感的影响。收集了来自411名中学教师的可用问卷。采用两阶段分析法对数据进行分析。结果表明，信任和教师的自我效能感维度（普通教学和个人教学）与OCB成正相关。此外，预计对校长，同事和客户的信任将通过自我效能感对OCB产生间接影响。老师的个人效能感在很大程度上取决于他们在教学中所付出的努力，他们的决策能力和能力。解决问题的持久性程度。敦促学校管理层和政策制定者制定有效的人力资源计划和计划，以在组织中建立信任关系并提高教师的自我效能。这些措施可能包括社会化计划，当针对给定的特定任务和职责的感知能力（对OCB产生重大影响）时，可以灌输教师的内在本质，自信心和人际交往能力。除此之外，建议学校管理员提供相关的培训和讲习班，以提高教师的效能水平。本研究探讨了教师的自我效能与信任和OCB的关系。教师的积极行为使他们对处理压力和危机的能力有更大的信心。该研究有助于当前的文学体系，并为教师参与OCB创建了一个全面的理论框架。此外，这些独特的发现可为任何学校的管理工作提供参考，以更好地了解学校对信任的重要性以及信任与教师自我效能感的关系，进而培养工作场所的公民行为。