Date of Award
12-2025
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Administration
Major Professor
Dr. Brian Beabout
Second Advisor
Dr. Christopher Broadhurst
Third Advisor
Dr. Elizabeth Jeffers
Abstract
This quantitative correlational study examined the relationship between teacher OCB and student achievement in high-poverty public and charter schools in Louisiana, where 71% of students are economically disadvantaged. 96 ELA and math teachers participated, completing the Organizational Citizenship Behavior Scale alongside their classroom-level LEAP 2025 results. Guided by Social Exchange Theory, the study also explored the association between OCB and teachers’ perceptions of organizational justice. Findings indicated that teachers reported moderate engagement in OCB; however, the relationship between OCB and student achievement was weak, positive, and non-significant. This suggests that while teachers consistently engage in discretionary behaviors that support school functioning, these efforts alone may be insufficient to counter the deep-rooted impacts of educational debt. This study expands the limited literature on OCB in high-poverty K–12 contexts and underscores the need for system-level approaches that address education debt while cultivating conditions that support teacher OCB.
Keywords: School effectiveness, Organizational Citizenship Behaviors, Organizational Justice
Recommended Citation
Duhe, Trayvonia S., "Examining the Relationship between Organizational Citizenship Behaviors (OCB) and Student Achievement in K-12 High Poverty Schools" (2025). University of New Orleans Theses and Dissertations. 3336.
https://scholarworks.uno.edu/td/3336
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.