The role of organizational socialization and job autonomy on teachers job performance with organizational citizenship behaviour as a mediator

This study aims to examine how organizational socialization and job autonomy influence teachers’ job performance, and to advance the literature by positioning organizational citizenship behaviour as a mediating behavioural mechanism rather than a direct outcome. Drawing on Social Exchange Theory and Job Characteristics Theory, the study proposes that supportive organizational conditions enhance teacher performance through discretionary work behaviours. Data were collected through a cross-sectional survey of 402 full-time teachers from public secondary schools across four states in Malaysia, and the proposed relationships were tested using partial least squares structural equation modelling (PLS-SEM). The findings show that organizational socialization has a strong direct effect on both organizational citizenship behaviour and teachers’ job performance, whereas job autonomy affects job performance primarily through organizational citizenship behaviour rather than directly. These results highlight the central role of citizenship behaviours in translating organizational support into performance outcomes. The study contributes to the educational and organizational behaviour literature by clarifying the behavioural pathways linking work design and performance in public schools. Practically, it offers insights for school leaders and policymakers on the importance of structured socialization practices, autonomy-supportive work environments, and recognition of discretionary behaviours to enhance teacher effectiveness.