The Relationship between Principals’ Transformational Leadership Style and Teachers’ Organizational Citizenship Behaviors

The purpose of the present study was to examine the relationships between principals’ transformational leadership style and teachers’ organizational citizenship behaviors in Bushehr-Iran. The participants of the study were 235 teachers who were working at Bushehr education department that were selected using multi-stage random sampling. The instruments which used in this study were Multifactor Leadership Questionnaire (MLQ) (Bass and Avolio, 1995) and teachers’ organizational citizenship behaviors questionnaires developed by Somech and Drach-Zahavy (2000). In this research we used the Pearson correlation and stepwise regression analyses. The results show that the range of positive correlation coefficients between subscales of transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration), and the three components of the construct of the teachers’ organizational citizenship behaviors (OCBs) (teachers’ OCBs toward the school, teachers’ OCBs toward the team, and teachers’ OCBs toward the students) are from .13 to .28 which are significant at p < .01 and p < .05. In addition, the results of the stepwise regression technique showed that the individualized consideration had the most significant correlations with the teachers’ OCBs, teachers’ OCBs toward the students, and teachers’ OCBs toward the school. Furthermore, idealized influence, had the most significant relationship with teachers’ OCBs toward the team.