The Structural Relationship among Intrinsic/Extrinsic Motivation, Instruction Efficacy, and Organizational Citizenship Behavior in Childcare Teachers

This study aimed to verify the mediating effect of instruction efficacy on the relationship between intrinsic/ extrinsic motivation and organizational citizenship behavior (OCB) among childcare center teachers. The participants were 695 childcare center teachers in Daegu and Gyeongbuk provinces. Data were collected using questionnaires on intrinsic/extrinsic motivation, instruction efficacy, and OCB. The collected data were analyzed using Structural Equation Modeling (SEM), phantom variable Bootstrapping, Pearson Correlation, through AMOS 20.0, and SPSS 21.0. The results of the study analysis are as follows: First, teachers’ intrinsic/extrinsic motivation each positively influenced OCB. Second, teachers’ instructional efficacy positively influenced OCB. Third, teachers’ intrinsic/extrinsic motivation each positively influenced instructional efficacy. Fourth, teachers’ intrinsic/extrinsic motivation each had a significant indirect effect on OCB through instructional efficacy and the indirect effect was significant. This suggests that, although intrinsic/extrinsic motivation is each important for promoting childcare center teachers' OCB, support for improving efficacy is more important.