Keywords
organizational trust
organizational citizenship behavior
secondary schools
Cameroon
How to Cite
Abstract
This study examined the relationship between schools’ communication climate, teachers’ organizational trust, and organizational citizenship behavior (OCB) in the Mifi Division of the West Region of Cameroon. Guided by Social Exchange Theory, the research explored how communication practices influence trust and discretionary behaviors among teachers. Employing a descriptive-correlational design, data were gathered from 348 teachers selected through stratified random sampling across 59 secondary schools. Standardized instruments assessed communication climate, organizational trust, and OCB. Findings revealed that the schools’ communication climate was generally rated “very good,” with fairness and accountability obtaining the highest mean scores, while openness ranked lowest. Teachers reported high levels of organizational trust, particularly in communal relations and commitment, and exhibited strong OCB, especially in conscientiousness and altruism. Statistical analysis demonstrated a significant positive relationship between communication climate and organizational trust, highlighting that effective, transparent, and substantive information flow enhances teachers’ confidence in their schools. However, the overall communication climate showed no significant relationship with OCB, though fairness and participation dimensions were linked to altruism, courtesy, and civic virtue. These results underscore the importance of fostering fairness, participation, and substantial information sharing to strengthen trust and promote constructive behaviors in schools. The study contributes to organizational communication and educational management literature by emphasizing the centrality of communication climate in shaping trust among educators, while also suggesting that OCB may be influenced by other contextual factors. Implications include strengthening openness, recognition, and inclusive communication strategies to enhance school governance and teacher engagement.References
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