The Role Of Organizational Transparency Levels In Schools On Teachers’ Organizational Citizenship Behaviors

This study aims to examine the role of organizational transparency in schools on teachers’ organizational citizenship behaviors (OCBs). Designed within the correlational design, the study involved 351 teachers working in public primary, secondary, and high schools in Kütahya, Türkiye. Conducted during the 2024–2025 academic year, the research employed convenience sampling. Data were collected with the School Transparency Scale and the Organizational Citizenship Behavior Scale, and analyzed using Independent Samples t-Test, One-Way ANOVA, Pearson Product-Moment Correlation, and Hierarchical Regression Analysis. Descriptive analyses indicated that teachers perceived high levels of organizational transparency and demonstrated high levels of OCBs. In terms of demographic variables, transparency perceptions differed significantly by gender, school level, number of teachers at the school, and length of service at the same school. Similarly, OCB levels varied significantly with respect to gender, school level, years of professional experience, and length of service at the same school. Furthermore, a moderate, positive, and significant correlation was found between organizational transparency and OCBs. Hierarchical regression analysis revealed that information flow and accountability were the significant predictors of OCB, while participation in decision-making was not. The results suggest that school leaders can foster OCBs by reinforcing accountability and ensuring effective information flow, two key dimensions of organizational transparency identified as significant predictors. Establishing teacher feedback mechanisms and formally recognizing voluntary contributions may further promote organizational citizenship behaviors. At the policy level, efforts should aim to standardize transparency practices across schools to support a more unified and participatory educational environment.