Research has provided accumulative evidence that the willingness of teachers to invest in organizational citizenship behavior (OCB) is a fundamental component for achieving school effectiveness. However, most studies examined OCB of the individual teacher, while neglecting the fact that such behavior might grow in a context. Furthermore, educational scholars have focused almost solely on OCB of teachers, and have almost completely neglected to address the concept through a managerial prism. By taking a contextual perspective, the purpose of this paper is to postulate a positive link between leader OCB and team OCB, and suggest that organizational justice serves as a moderator in this relationship.,Data were collected through a survey from multiple sources, to avoid one-source bias. The sample included 82 schools: 82 management teams and their 82 principals, as well as 246 teachers, who were not members of management.,Results of the hierarchical regression analysis confirmed the hypotheses. The authors found a positive association between leader OCB and team OCB and revealed that this positive relationship was significant under high levels of organizational justice, but non-significant under low levels.,The importance of leader OCB in promoting team OCB can inspire the educational system to learn how to develop organizational mechanisms that encourage principals to perform citizenship behaviors and to take this component into consideration in screening processes and succession planning.,The contribution of the study is in identifying leader OCB as a key instrument that may encourage teams to invest in OCBs. To the best of the authors’ knowledge, this is the first study ever to examine the link between leader OCB and team OCB. The finding that there is a positive association between the two constructs may imply that leader OCBs contribute to the school, not only directly, by exhibiting behaviors of helping and support, but also indirectly, through the leader’s impact on his or her team’s behavior.

中文翻译：

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OCB在学校中的trick滴效应：领导OCB与团队OCB之间的联系

研究提供了累积的证据，表明教师投资于组织公民行为（OCB）的意愿是实现学校效能的基本组成部分。但是，大多数研究都忽略了单个教师的OCB，而忽略了这种行为可能在特定环境下增长的事实。此外，教育学者几乎只关注教师的OCB，而几乎完全忽略了通过管理的角度来解决这个问题。通过从上下文的角度出发，本文的目的是假设领导者OCB与团队OCB之间存在积极联系，并建议组织公正在这种关系中起调节作用。通过调查从多个来源收集数据，以避免一源偏见。样本包括82所学校：82位管理团队及其82位校长以及246位教师（不是管理人员）。层次回归分析的结果证实了这一假设。作者发现OCB领导者与OCB团队之间存在正相关关系，并揭示了这种积极关系在组织公正程度很高的情况下很重要，而在低水平的组织中则不显着。要学习如何建立组织机制来鼓励校长进行公民行为，并在筛选过程和继任计划中考虑这一组成部分。研究的目的是确定领导者OCB作为可能鼓励团队进行投资的主要手段OCB。据作者所知，这是有史以来第一次研究领导者OCB和团队OCB之间的联系的研究。两种构造之间存在正相关关系的发现可能意味着，领导者OCB不仅通过展示帮助和支持的行为直接为学校做出贡献，而且通过领导者对其团队行为的影响而间接地做出贡献。