Abstract

Purpose- This study investigated the relationships between leadership styles (transformational, transactional, and passive) and teachers’ autonomous motivation (intrinsic and identified) in teachers with high and low levels of organisational citizenship behaviour (OCB).

Design- In a sample of 651 teachers from Israeli schools, several groups were identified: 107 teachers with the highest OCB scores (saints), 104 teachers with the lowest OCB scores (sinners), and 440 teachers with OCB scores in the middle range. Findings- Regression analysis indicated that the intrinsic motivation of OCB saints was significantly predicted by passive leadership style, whereas that of the OCB norm by transformational leadership style. The analysis further indicated that the identified motivation of OCB sinners was significantly predicted by transactional leadership style, whereas that of the OCB norm by transformational leadership style.

Originality- The results challenge the assumption of a one-size-fits-all approach to “effective” principals’ leadership styles and suggest that to cultivate teachers’ autonomous motivation they should be treated differently in leadership efforts. The implications of the study may be useful in improving school effectiveness and designing training programs for school leaders to enhance their leadership skills.