The moderating effect of gender on the relationship between organizational commitment and organizational citizenship behavior in Pakistani university teachers.

Abstract

This study aimed to investigate the relationship of organizational commitment with organizational citizenship behaviors of university teachers. The current study also examined the moderation of gender on the association of organizational citizenship behavior with organizational commitment Though earlier investigations have observed demographic variables as precursors of organizational citizenship behavior, very few studies have observed the moderation of gender on the association among organizational commitment and organizational citizenship behavior. This study will fill the gap in the literature by delivering more insight. From a sample of (N = 250) university teachers including male (n = 126) and female (n = 124) teachers from the universities of Islamabad, Rawalpindi, Attock, and Wah Cantt data were gathered. The revised form of organizational citizenship behavior scale was utilized to measure organizational citizenship behavior. The organizational commitment questionnaire was utilized to measure organizational commitment among teachers. The results indicated that organizational commitment positively and significantly predicted organizational citizenship behavior. The moderation analysis revealed that at a high level of organizational commitment, female teachers showed a high level of organizational citizenship behavior than male teachers. Regarding gender differences, female teachers scored significantly higher on both organizational commitment and organizational citizenship behavior than male teachers.