The effects of gender, seniority and subject matter variables on teachers’ organizational citizenship behaviors in Turkey: A meta-Analysis

The purpose of this paper is to determine the effect of gender, seniority and subject matter variables on teachers’ organizational citizenship behaviors. In this regard, a meta-analysis was conducted on the research studies published in Turkey with regards to organizational citizenship behaviors. Specific criteria were employed in selecting the studies to be included in the meta-analysis. The criteria are as follows: the research studies published between the years 2003-2014, looked at determining organizational citizenship behaviors of primary (elementary and lower secondary) and upper secondary education school teachers; validity and reliability information of data collection tools were reported and arithmetical mean, standard deviation, sample size values were stated in the related studies. The current meta-analysis was conducted with 24 studies in total. However as not all of the studies had the same variables, the numbers of the studies included in the meta-analysis are different in terms of gender, seniority and subject matter variables. General effect size analyses were conducted with 24 studies for gender variable, 21 for seniority, and 10 for subject matter. The total sample size of the studies included in the research study for overall organizational citizenship behaviors is 11,374 in terms of gender, 10,619 in terms of seniority, and 4,250 in terms of the subject matter. Random Effects Model was used for calculating the effect size in meta- analysis studies. Among the examined personal variables, seniority (ES=-0.121) had the highest effect on the organizational citizenship behaviors of teachers, followed by subject matter (ES=0.116) and gender (ES=0.015). In terms of general organizational citizenship behavior, female teachers are exhibiting much more citizenship behavior than male teachers, teachers with 11 years and more seniority than teachers with 10 years and less seniority, and primary school teachers than subject matter teachers.